portland terman conference laumakis april 2009
TRANSCRIPT
Give ‘Em What They Want: Give ‘Em What They Want: Blended Learning in a Large Blended Learning in a Large Introductory Psychology CourseIntroductory Psychology Course Mark A. Laumakis, Ph.D.
San Diego State University
Lecturer, Department of Psychology
Faculty in Residence,
Instructional Technology Services
Millennial Generation Millennial Generation StudentsStudents
Millennial Generation Millennial Generation StudentsStudents
More on MillennialsMore on Millennials
More on MillennialsMore on Millennials
Frand’s Information Age Frand’s Information Age Mindset:Mindset:
Ten AttributesTen Attributes1.1. Computers aren’t Computers aren’t
technology.technology.2.2. The Internet is better The Internet is better
than TV.than TV.3.3. Reality is no longer Reality is no longer
real.real.4.4. Doing is more Doing is more
important than important than knowing.knowing.
5.5. Learning more closely Learning more closely resembles Nintendo resembles Nintendo than logic.than logic.
6.6. Multitasking is a way Multitasking is a way of life.of life.
7.7. Typing is preferred to Typing is preferred to handwriting.handwriting.
8.8. Staying connected is Staying connected is essential.essential.
9.9. There is zero There is zero tolerance for delays.tolerance for delays.
10.10. Consumer and Consumer and creator are blurring.creator are blurring.
EDUCAUSE Center for Applied Research EDUCAUSE Center for Applied Research (ECAR) Study of Undergraduate Students (ECAR) Study of Undergraduate Students
(2008)(2008)
Link: Link: http://tinyurl.com/6a9587http://tinyurl.com/6a9587
Major findings:Major findings: 80% own laptops, 54% own desktops, and 33% 80% own laptops, 54% own desktops, and 33%
own bothown both 59% prefer a 59% prefer a moderatemoderate amount of IT in their amount of IT in their
coursescourses Students in focus groups emphasized the value of Students in focus groups emphasized the value of
face-to-face interaction with instructorsface-to-face interaction with instructors
EDUCAUSE Center for Applied Research EDUCAUSE Center for Applied Research (ECAR) Study of Undergraduate Students (ECAR) Study of Undergraduate Students
(2008)(2008)
Major findings continued:Major findings continued:
StatementStatement % Agree% Agree
The use of IT in my courses The use of IT in my courses improves my learning.improves my learning.
46%46%
I get more actively involved I get more actively involved in courses that use IT.in courses that use IT.
32%32%
IT makes doing my course IT makes doing my course activities more convenient.activities more convenient.
66%66%
ECAR ConclusionECAR Conclusion“… “… Net Generation students, along with older students, Net Generation students, along with older students,
report that they are not looking for extensive use of IT report that they are not looking for extensive use of IT when it comes to their academic courses. They do not when it comes to their academic courses. They do not take lots of entirely online courses, and most indicate that take lots of entirely online courses, and most indicate that even when course lecture materials are posted online, even when course lecture materials are posted online, they still attend classes. Instead there is a widespread they still attend classes. Instead there is a widespread attitude that IT resources are best situated in learning attitude that IT resources are best situated in learning environments where technology is balanced with other environments where technology is balanced with other learning activities, especially face-to-face interactions with learning activities, especially face-to-face interactions with faculty and students in the classroom. As one engineering faculty and students in the classroom. As one engineering major summed up, ‘I feel that IT is a wonderful tool when major summed up, ‘I feel that IT is a wonderful tool when it is fully understood by both the course instructor and the it is fully understood by both the course instructor and the students. Anything less than that and the tool suddenly students. Anything less than that and the tool suddenly becomes something that merely looks pretty, or in the becomes something that merely looks pretty, or in the worst case, is a clunky monster.’” (pp. 10-11)worst case, is a clunky monster.’” (pp. 10-11)
Implications for Higher Implications for Higher EducationEducation
Today’s students expect education to emphasize the Today’s students expect education to emphasize the learning process more than a canon of knowledgelearning process more than a canon of knowledge
They want to be part of learning communitiesThey want to be part of learning communities Instructor’s role must change from “sage on the Instructor’s role must change from “sage on the
stage” to “guide on the side”stage” to “guide on the side” Goal must be to match the appropriate use of Goal must be to match the appropriate use of
technology with the content, the instructor’s technology with the content, the instructor’s personal style, and the student’s learning stylepersonal style, and the student’s learning style
Blended learning/hybrid courses may represent an Blended learning/hybrid courses may represent an optimal choice for today’s studentsoptimal choice for today’s students
What I Teach: Mega CoursesWhat I Teach: Mega Courses Two 500-student sections of Two 500-student sections of
Psychology 101 (Introductory Psychology 101 (Introductory Psychology)Psychology) One fully face-to-face (traditional)One fully face-to-face (traditional) One in a blended learning format (45% One in a blended learning format (45%
online)online)
Setting the StageSetting the Stage
Spent Summer 2006 redesigning Psych 101 for Spent Summer 2006 redesigning Psych 101 for a blended learning formata blended learning format Blended learning integrates online and face-to-face Blended learning integrates online and face-to-face
activities in a planned, pedagogically valuable activities in a planned, pedagogically valuable manner (Sloan-C Workshop on Blended Learning, manner (Sloan-C Workshop on Blended Learning, 2005) 2005)
Utilized fundamental principles of instructional Utilized fundamental principles of instructional designdesign
Employed scholarship of teaching approachEmployed scholarship of teaching approach
Extensive use of CPS clickersExtensive use of CPS clickers ConceptCheck questionsConceptCheck questions AttendanceAttendance DemonstrationsDemonstrations Anonymous pollingAnonymous polling Predicting outcomesPredicting outcomes Peer instruction (Mazur)Peer instruction (Mazur)
Extensive use of multimedia in PsychPortalExtensive use of multimedia in PsychPortal Videos, demonstrations, and simulationsVideos, demonstrations, and simulations
Face-to-Face Classes Face-to-Face Classes
Clicker ConceptCheck Clicker ConceptCheck QuestionQuestion
Clicker Results ChartClicker Results Chart
16
Clicker Data: Spring 2008Clicker Data: Spring 2008
QuestionQuestion % Agree or % Agree or Strongly AgreeStrongly Agree
Class clicker usage makes me more likely to Class clicker usage makes me more likely to attend class.attend class.
92%92%
Class clicker usage helps me to feel more Class clicker usage helps me to feel more involved in class.involved in class.
84%84%
Class clicker usage makes it more likely for me to Class clicker usage makes it more likely for me to respond to a question from the professor.respond to a question from the professor.
92%92%
I understand why my professor is using clickers in I understand why my professor is using clickers in this course.this course.
94%94%
My professor asks clicker questions which are My professor asks clicker questions which are important to my learning.important to my learning.
92%92%
Online SessionsOnline Sessions
Delivered via Wimba ClassroomDelivered via Wimba Classroom Live sessions were archived for later Live sessions were archived for later
viewingviewing Sessions includedSessions included
Mini-lecturesMini-lectures DemonstrationsDemonstrations Polling questionsPolling questions Feedback at the end of each session via Feedback at the end of each session via
polling questionspolling questions
Wimba Classroom InterfaceWimba Classroom Interface
Polling Question in Wimba Polling Question in Wimba ClassroomClassroom
Fall 2006-Spring 2007 Fall 2006-Spring 2007 EvaluationEvaluation
Evaluation led by Marcie Bober, Ph.D. Evaluation led by Marcie Bober, Ph.D. (Educational Technology)(Educational Technology)
Efforts supported by Academic Affairs, Efforts supported by Academic Affairs, Instructional Technology Services, and Instructional Technology Services, and College of SciencesCollege of Sciences
Initial evaluation is part of ongoing Initial evaluation is part of ongoing evaluation processevaluation process Course (re)design is an iterative processCourse (re)design is an iterative process Focus on continuous improvementFocus on continuous improvement
Evaluation Tools and Evaluation Tools and StrategiesStrategies
Multimethod approach included the Multimethod approach included the following:following:
1.1. Week 7 “How’s It Going?” Online Week 7 “How’s It Going?” Online SurveySurvey
2.2. In-class ObservationsIn-class Observations3.3. IDEA Diagnostic SurveyIDEA Diagnostic Survey4.4. Student Focus GroupsStudent Focus Groups5.5. Departmental Course EvaluationsDepartmental Course Evaluations6.6. Course GradesCourse Grades
Evaluation Findings: Evaluation Findings: IDEA Diagnostic SurveyIDEA Diagnostic Survey
Evaluation Findings: Evaluation Findings: IDEA Diagnostic SurveyIDEA Diagnostic Survey
Fall 2006 Fall 2006 BlendedBlended
Fall 2006 Fall 2006 TraditionalTraditional
Spring Spring 2007 2007
BlendedBlended
Spring Spring 2007 2007
TraditionalTraditional
Progress on Progress on objectivesobjectives
7070 7373 7777 7777
Excellent teacherExcellent teacher 6565 6868 6969 6868
Excellent courseExcellent course 6262 7272 7373 7171
Note: Top 10% = 63 or more
Evaluation Findings:Evaluation Findings:Departmental Course Departmental Course
EvaluationsEvaluations
Evaluation Findings:Evaluation Findings:Course Grades (Fall 2006)Course Grades (Fall 2006)
Fall 2006 Grade Distribution
43
8.1
13.5
14.7
35.3
7.9
7.5
33.4
32.9
3.7
0 10 20 30 40 50
F
D
C
B
A
Gra
de
% in Category
Fall 2006 Blended
Fall 2006 Traditional
Evaluation Findings:Evaluation Findings:Course Grades (Spring 2007)Course Grades (Spring 2007)
10.8
13.7
31.7
34.6
9.3
13.6
14.8
28.4
33.6
9.6
0 10 20 30 40
F
D
C
B
A
Gra
de
% in Category
Spring 2007 Blended
Spring 2007 Traditional
Evaluation Findings: Course Evaluation Findings: Course Grades (Fall/Spring Combined)Grades (Fall/Spring Combined)
8.7
10.8
32.6
38.8
8.7
13.6
14.8
31.9
33.3
6.7
0 10 20 30 40 50
F
D
C
B
A
Gra
de
% in Category
Blended
Traditional
Evaluation Findings: Course Evaluation Findings: Course GradesGrades
Fall 2007Fall 2007Fall 2007 Course Grades
12.8
15
34.6
35.8
3.9
15
12.1
33.1
31
8.9
0 10 20 30 40
F
D
C
B
A
Gra
de
% in Category
Blended
Traditional
Evaluation Findings: Course Evaluation Findings: Course GradesGrades
Spring 2008Spring 2008Spring 2008 Course Grades
14%
13%
29%
32%
13%
16%
28%
13%
30%
14%
0% 10% 20% 30% 40%
F
D
C
B
A
Gra
de
% in Category
Blended
Traditional
Summary of Course Grade Summary of Course Grade DataData
Traditional vs. Blended Learning Course Grades:Fall 2006 through Spring 2008
(traditional n= 1941, blended learning n = 1981)
0%
10%
20%
30%
40%
Course Grade
% in
Ca
teg
ory
F2F
BL
F2F 8.48% 36.17% 31.96% 12.51% 10.89%
BL 8.64% 30.98% 31.36% 14.57% 14.46%
A B C D F
31
The Learning ContinuumThe Learning Continuum
20% 40% 60% 80%
EntirelyOn-lineClasses
ConventionalFace-to-Face
Classes
32
Blended Learning = “The Sweet Blended Learning = “The Sweet Spot”Spot”
20% 40% 60% 80%
EntirelyOn-lineClasses
ConventionalFace-to-Face
Classes“The Sweet Spot”
What’s the Latest?What’s the Latest? Introduction of more blended learning courses at Introduction of more blended learning courses at
SDSUSDSU Students now Students now seek outseek out the blended learning section the blended learning section
Continued evolution of online sessionsContinued evolution of online sessions Less lectureLess lecture More demonstrations, simulations, and polling questionsMore demonstrations, simulations, and polling questions
Fully online Psych 101 course in Summer 2008Fully online Psych 101 course in Summer 2008 Course enrollment of 66 students vs. average of 46 in Course enrollment of 66 students vs. average of 46 in
previous 5 years (traditional face-to-face course)previous 5 years (traditional face-to-face course) D/F rate dropped from 14.1% to 11.0%D/F rate dropped from 14.1% to 11.0%
Lessons LearnedLessons Learned Yes, you can do blended learning in a mega Yes, you can do blended learning in a mega
course!course! Course redesign takes time and effortCourse redesign takes time and effort Support is keySupport is key Moving to blended learning format does Moving to blended learning format does NOTNOT
mean moving your face-to-face course onlinemean moving your face-to-face course online You must change the way you teachYou must change the way you teach
Predict problems with technologyPredict problems with technology When we offer blended learning courses, we When we offer blended learning courses, we
are giving students exactly what they wantare giving students exactly what they want