4.5 Teaching blended learning courses  (Page 3/3)

Students can be critical of blended instruction if they felt the face-to-face and time-out-of-class components of the course were not well integrated.

Organization

For the most part, the blended format will be new to students, and they will benefit greatly from a clear rationale for its use. Instructors may need to explain the model and why it was chosen. A carefully constructed syllabus can provide much of the information about course structure for students; information like when and where the face-to-face meetings will be held, when and how assignments should be submitted, and what exactly will occur during the class meeting times are all critical aspects of the course that may not be obvious to those students new to blended learning.

Interaction

Research indicates that student satisfaction with the blended format is highly dependant on the level of interaction with instructors and other students. Instructors can address interaction issues by providing time during the face to face sessions for discussion, in addition to using available inline discussion tools such as ANGEL discussion forums.

Student expectations

Blended learning students require a greater ability to regulate their work and manage their own time. This is because they have fewer in-class meetings, and thus may not realize that they are falling behind in the course. Many blended instructors report significant problems with students not taking responsibility for their courses and with students' poor time management skills.

In addition, some instructors have found that students occasionally assume that online and blended courses are inherently “easier” than traditional face-to-face courses. This can create problems when the rigors of the course surpass the expectations of some students. Again, a well-constructed syllabus can provide the essential details on what exactly is expected of students, thereby mitigating possible confusion on the part of students.

Recommendations for making the most of your blended course

Over the past several years, faculty members at Penn State have been developing and teaching blended format courses in various colleges and departments. Below is a list of recommendations based on their experiences, using data collected from interviews and conversations with many of those faculty. These recommendations can be used as a guide for how to maximize the chances for a successful blended course:

• At a minimum, blended instructors should allow six months lead time for course development; one year is preferred. Several instructors voiced an opinion that the need for integration and organization necessitates a full course redesign; creating a blended course is not as simple as placing presentation slides or notes online.
• Mastering the technology necessary to administer the course can be a challenge, and instructors should set aside time to learn the requisite tools. Posting content to the course web site, creating discussion forums, and managing student grade books are examples of skills that might be useful to practice.
• Hold an initial face-to-face kick-off meeting. This first meeting can serve many roles, including a general orientation to the format of the course, a review of technology requirements, and an opportunity for the students to socialize and get to know their peers and their instructor.
• Make students aware of what a blended course entails. For many students, the blended format is a novelty. Use course documents like the syllabus or the class schedule to help guide students. Rely on course communication tools like email announcements to make sure that the students know what’s coming up next.
• Provide information on time management skills. Because of the self-pacing elements of a blended course, students may benefit from improving their skills in managing their work and schedules. The University Learning Centers can direct students to resources. In addition, Penn State has developed an iStudy online module that contains information on improving time management: (External Link)
• Be sure that the face-to-face class meetings are integrated into the course, and hold value to the educational experience that connects with the online coursework. Students may become frustrated if they feel that the face-to-face sessions are simply thrown into the course, with no thought given to the role that the classroom time plays within the course.

What are some examples of recommended uses for face-to-face meeting times?

• Intro/technology overview
• Collaborative small-group work
• Advanced discussions
• Project presentations
• Guest speakers
• Q&A sessions
• Demonstrations
• Lab work

Voice of experience

To hear insights from an experienced online instructor about preparing for online teaching, access the following interview. Please make sure your audio is enabled.

Andrew wiesner

References

Aycock, A., Garnham, C.,&Kaleta, R. (2002). Lessons learned from the hybrid course project. Teaching Scholars Forum, 8(6). (External Link)

Dziuban, C. D., Hartman, J. L.,&Moskal, P. D. (2004). Blended learning. Educause Center for Applied Research, Research Bulletin, 7. (External Link)