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BlendKit 2014 Week One ~ Response

At my institution blended classrooms are referred to as hybrid. I appreciate the list of “Questions to Ponder” (copied and linked below) and will use this blog post to write out my thoughts on each, reflecting on the faculty and departments I work with daily:

  • Is it most helpful to think of blended learning as an online enhancement to a face-to-face learning environment, a face-to-face enhancement to an online learning environment, or as something else entirely?
    • This can be very confusing. Many long standing faculty split “online and face 2 face” courses by if they use Blackboard or not, meaning there are still many (up to 50%) of faculty that have no online component to their courses at all. Which seems strange to those of us who virtually “live” in the information cloud. Yet to the faculty they see a very clear cut line in the sand (snow here, as it is Alaska) I believe that a course without an online component is a disservice to the student. Content available 24/7 allows students so much more interaction and additional learning moments than the traditional model. Below is a graphic I created to visually describe this concept to College of Business & Public Policy faculty last fall.
    • Traditional Student Model vs. 21st Century Student

      Traditional Student Model vs. 21st Century Student

  • In what ways can blended learning courses be considered the “best of both worlds” (i.e., face-to-face and online)? What could make blended learning the “worst of both worlds?”
    • As noted above I believe blended/online components are completely necessary for 21st century classrooms. Though the issues of digital immigrants does exist. There is a chasm of students currently in college campus’ especially here where many of our students are considered commuter students, non-traditional and are not necessarily digital natives. Technology especially the dreaded “login” page can really be a obstacle to some learners.
  • As you consider designing a blended learning course, what course components are you open to implementing differently than you have in the past? How will you decide which components will occur online and which will take place face-to-face? How will you manage the relationship between these two modalities?
    • I am working on this now, I see creating a learner assessment survey that includes technology knowledge to create a hybrid course model where some students need more face 2 face interaction to learn basic skills and more prepared students can complete online assignments and assessments that evaluate their learning with less face 2 face time.
  • How often will you meet with students face-to-face? How many hours per week will students be engaged online, and how many hours per week will students meet face-to-face? Is the amount of student time commitment consistent with the total time commitment of comparable courses taught in other modalities (e.g., face-to-face)?
    • I still have a regular 2x week course schedule, but will practice some hybrid schedules within that model and survey student success and learning.

Faculty that I work with are very visual and need data and examples so using my fall CIS A105 Intro to Computers course as an example will help me “show” ideas and opportunities that will hopefully open their eyes to new opportunities in eLearning on our campus.



Blended Learning: 10 Trends

See on Scoop.itPedagogy & Higher Education

There is mounting evidence that complementing or replacing lectures with student-centric, technology-enabled active learning strategies and learning guidance—rather than memorization and repetition—improves learning, supports knowledge retention, and raises achievement. These new student-centered blended learning methods inspire engagement, and are a way to connect with every student right where they are while supporting progress toward grade level standards.

Lara N. Madden‘s insight:

This blended/hybrid & flipped classroom movement intrigues me. Add badging and we will have the trifecta of all elearning.

See on

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