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Where a portion (institutionally defined) of f2f time is replaced by online activity * Picciano & Dziuban, 2006 >,  ,Lebanese Residency Program Blend: Background Considerations in design and delivery of program to students in Lebanon Academic quality at a distance Home faculty Direct contact: residency Ongoing contact: online*JZ^ZJ^ 6Lebanese Residency Program Blend: Design and Delivery `F2F: residencies at start and end of term Online: webcourse Proctored examinations in Lebanon `a$2 "Pedagogical ConsiderationsfIntegrate f2f and online Course goals drive blend Temporal placement of f2f Strengths of each format eCollege Teaching Strategies  Blended learning facilitates successful teaching strategies: Active learning Cooperative/collaborative learning Questioning as teaching technique Inquiry Group discussionResearch Instrument  nSurvey designed Survey distributed to Lebanese Residency Program faculty Content analysis of faculty responses<Content Analysis: What does F2F add to the online component?==  Behavioral cues; personal dimension Lecture/overview. Definitions, key concepts Model techniques: inquiry, analysis, specific learning activities Familiar learning environment: makes the course  real ZCourse Management F2F Course requirements reviewed Flexibility: use student feedback to adjust course Online Pre-managed up front Better control of courseTZPZZ.ZP.Instructor Time and Effort F2F Explain and correct misunderstandings to whole group at once Pressure to use limited time most effectively Online Can research student questions, provide better responses Much time and effort in planning Writing slower than talkingTkvkvAssessment of Student Learning pF2F Additional information about mastery of those students less engaged online Online More objective Don t know if it s the student s own work All assessments based on writing skills XKbKc PedagogyF2f Cover challenging topics Motivation, establish interest Adjust teaching to student cues Online Analysis, synthesis, feedback Discussion more like lecture Discussion more easily student ledTZXZZ^ZX^Content Analysis: Main findings  ~Online component: Organizational and course management advantages, including scheduling, convenience, access F2F component:<Z\ZZ\ Summary and Comparisons dSummarize any actions required of your audience Summarize any follow up action items required of youP  |$(  |r | S -[ T8P  [ r | S @.[ T8 [ H | 0޽h ? 33333)BH(jiT  $(  r  S ;[ T8P  [ r  S d T8 [ H  0޽h ? 33333)BH(jiT  $(  r  S C[ T8P  [ r  S tD[ T8 [ H  0޽h ? 33333)BH(jiT   $(  r  S H[ T8P  [ r  S I[ T8 [ H  0޽h ? 33333)BH(jiT  0$(  r  S N[ T8P  [ r  S N[ T8 [ H  0޽h ? 33333)BH(jiT 8 @,L( lg , , c $hS[ T"8P  [  , c $$T[ T"8 [ B , s *޽h ? www3ff  P0(  x  c $DP T8P   x  c $hS T8  H  0޽h ? 33333)BH(jiT 8  0L( g 0 0 c $ T"8P    0 c $D T"8  B 0 s *޽h ? www3ffr8` Wu}@k} `t ՜.+,0    On-screen Shownn-s'd Times New RomanArial Wingdings Sandstone:International Blended Learning: United States and Lebanon;Empire State Colleges Center for International Programs: Two instructional modelsBlended Learning-Lebanese Residency Program Blend: Background7Lebanese Residency Program Blend: Design and Delivery Pedagogical ConsiderationsCollege Teaching Strategies Research Instrument =Content Analysis: What does F2F add to the online component?Course ManagementInstructor Time and EffortAssessment of Student Learning Pedagogy!Most Important F2F Contributions Comments  Fonts UsedDesign Template Slide Titlestles$_i' Judy GerardiJudy GerardiDArialNew Roman F|dv 0|( 0h" DWingdingsRoman F|dv 0|( 0h a.  @n?" dd@  @@`` |tH(a      O$$b$c$ri΃> i}X b$aֿ|Blended Learning US and LebanonO =9International Blended Learning: United States and Lebanon Judy GerarditEmpire State College s Center for International Programs: "Athens Thessaloniki Prague Lebanon##  Two instructional modelsDirect instruction Classes at partner institution Athens, Thessaloniki, Prague Blended learning Online and F2F Lebanonj('(2C CBlended LearningSloan-C definition of blended learning * 1. Courses that integrate online with traditional f2f class activities in a planned, pedagogically valuable manner; and 2. Where a portion (institutionally defined) of f2f time is replaced by online activity * Picciano & Dziuban, 2006 >,  ,Lebanese Residency Program Blend: Background Considerations in design and delivery of program to students in Lebanon Academic quality at a distance Home faculty Direct contact: residency Ongoing contact: online*JZ^ZJ^ 6Lebanese Residency Program Blend: Design and Delivery `F2F: residencies at start and end of term Online: webcourse Proctored examinations in Lebanon `a$2 "Pedagogical ConsiderationsfIntegrate f2f and online Course goals drive blend Temporal placement of f2f Strengths of each format eCollege Teaching Strategies  Blended learning facilitates successful teaching strategies: Active learning Cooperative/collaborative learning Questioning as teaching technique Inquiry Group discussionResearch Instrument  nSurvey designed Survey distributed to Lebanese Residency Program faculty Content analysis of faculty responses<Content Analysis: What does F2F add to the online component?==  Behavioral cues; personal dimension Lecture/overview. Definitions, key concepts Model techniques: inquiry, analysis, specific learning activities Familiar learning environment: makes the course  real ZCourse Management F2F Course requirements reviewed Flexibility: use student feedback to adjust course Online Pre-managed up front Better control of course Scheduling, convenience, access bZPZZNZZPOInstructor Time and Effort F2F Explain and correct misunderstandings to whole group at once Pressure to use limited time most effectively Online Can research student questions, provide better responses Much time and effort in planning Writing slower than talkingTkvkvAssessment of Student Learning pF2F Additional information about mastery of those students less engaged online Online More objective Don t know if it s the student s own work All assessments based on writing skills XKbKc PedagogyF2f Cover challenging topics Motivation, establish interest Adjust teaching to student cues Online Analysis, synthesis, feedback Discussion more like lecture Discussion more easily student ledTZXZZ^ZX^ Most Important F2F Contributions!!  Organizational 2 Social 5 Pedagogical 4 Tallies. Respondents indicated which of the three aspects of f2f was most important to them.2^ Summary and Comparisons dSummarize any actions required of your audience Summarize any follow up action items required of youP  P0(  x  c $DP T8P   x  c $hS T8  H  0޽h ? 33333)BH(jiTrUu 1mt( / 0DTimes New Roman F|dv 0|( 0hDArialNew Roman F|dv 0|( 0h" DWingdingsRoman F|dv 0|( 0h a.  @n?" dd@  @@`` |tH(a      O$$b$c$ri΃> i}X b$aֿ|Blended Learning US and LebanonO =9International Blended Learning: United States and Lebanon Judy GerarditEmpire State College s Center for International Programs: "Athens Thessaloniki Prague Lebanon##  Two instructional modelsDirect instruction Classes at partner institution Athens, Thessaloniki, Prague Blended learning Online and F2F Lebanonj('(2C CBlended LearningSloan-C definition of blended learning * 1. Courses that integrate online with traditional f2f class activities in a planned, pedagogically valuable manner; and 2. Where a portion (institutionally defined) of f2f time is replaced by online activity * Picciano & Dziuban, 2006 >,  ,Lebanese Residency Program Blend: Background Considerations in design and delivery of program to students in Lebanon Academic quality at a distance Home faculty Direct contact: residency Ongoing contact: online*JZ^ZJ^ 6Lebanese Residency Program Blend: Design and Delivery `F2F: residencies at start and end of term Online: webcourse Proctored examinations in Lebanon `a$2 "Pedagogical ConsiderationsfIntegrate f2f and online Course goals drive blend Temporal placement of f2f Strengths of each format eCollege Teaching Strategies  Blended learning facilitates successful teaching strategies: Active learning Cooperative/collaborative learning Questioning as teaching technique Inquiry Group discussionResearch Instrument  nSurvey designed Survey distributed to Lebanese Residency Program faculty Content analysis of faculty responses<Content Analysis: What does F2F add to the online component?==  Behavioral cues; personal dimension Lecture/overview. Definitions, key concepts Model techniques: inquiry, analysis, specific learning activities Familiar learning environment: makes the course  real ZCourse Management F2F Course requirements reviewed Flexibility: use student feedback to adjust course Online Pre-managed up front Better control of course Scheduling, convenience, access bZPZZNZZPOInstructor Time and Effort F2F Explain and correct misunderstandings to whole group at once Pressure to use limited time most effectively Online Can research student questions, provide better responses Much time and effort in planning Writing slower than talkingTkvkvAssessment of Student Learning pF2F Additional information about mastery of those students less engaged online Online More objective Don t know if it s the student s own work All assessments based on writing skills XKbKc PedagogyF2f Cover challenging topics Motivation, establish interest Adjust teaching to student cues Online Analysis, synthesis, feedback Discussion more like lecture Discussion more easily student ledTZXZZ^ZX^ Most Important F2F Contributions!!  Organizational 2 Social 5 Pedagogical 4 Tallies. Respondents indicated which of the three aspects of f2f was most important to them.2^ Summary and Comparisons dSummarize any actions required of your audience Summarize any follow up action items required of youPr tu( / 0DTimes New Roman F|dv 0|( 0hDArialNew Roman F|dv 0|( 0h" DWingdingsRoman F|dv 0|( 0h a.  @n?" dd@  @@`` |tH(a      O$$b$c$ri΃> i}X b$aֿ|Blended Learning US and LebanonO =n9International Blended Learning: United States and Lebanon Judy GerarditEmpire State College s Center for International Programs: "Athens Thessaloniki Prague Lebanon##  Two instructional modelsDirect instruction Classes at partner institution Athens, Thessaloniki, Prague Blended learning Online and F2F Lebanonj('(2C CBlended LearningSloan-C definition of blended learning * 1. Courses that integrate online with traditional f2f class activities in a planned, pedagogically valuable manner; and 2. Where a portion (institutionally defined) of f2f time is replaced by online activity * Picciano & Dziuban, 2006 >,  ,Lebanese Residency Program Blend: Background Considerations in design and delivery of program to students in Lebanon Academic quality at a distance Home faculty Direct contact: residency Ongoing contact: online*JZ^ZJ^ 6Lebanese Residency Program Blend: Design and Delivery `F2F: residencies at start and end of term Online: webcourse Proctored examinations in Lebanon `a$2 "Pedagogical ConsiderationsfIntegrate f2f and online Course goals drive blend Temporal placement of f2f Strengths of each format eCollege Teaching Strategies  Blended learning facilitates successful teaching strategies: Active learning Cooperative/collaborative learning Questioning as teaching technique Inquiry Group discussionResearch Instrument  nSurvey designed Survey distributed to Lebanese Residency Program faculty Content analysis of faculty responses<Content Analysis: What does F2F add to the online component?==  Behavioral cues; personal dimension Lecture/overview. Definitions, key concepts Model techniques: inquiry, analysis, specific learning activities Familiar learning environment: makes the course  real ZCourse Management F2F Course requirements reviewed Flexibility: use student feedback to adjust course Online Pre-managed up front Better control of course Scheduling, convenience, access bZPZZNZZPOInstructor Time and Effort F2F Explain and correct misunderstandings to whole group at once Pressure to use limited time most effectively Online Can research student questions, provide better responses Much time and effort in planning Writing slower than talkingTkvkvAssessment of Student Learning pF2F Additional information about mastery of those students less engaged online Online More objective Don t know if it s the student s own work All assessments based on writing skills XKbKc PedagogyF2f Cover challenging topics Motivation, establish interest Adjust teaching to student cues Online Analysis, synthesis, feedback Discussion more like lecture Discussion more easily student ledTZXZZ^ZX^ Most Important F2F Contributions!!  Organizational 2 Social 5 Pedagogical 4 Tallies. Respondents indicated which of the three aspects of f2f was most important to them.2^ Comments  Research encapsulates comparative strengths of f2f and online for all blended learning Promising findings for adding f2f to webcourses Provides direction for further research{ (P 8L  0L( g 0 0 c $ T"8P    0 c $D T"8  B 0 s *޽h ? www3ffr z  tu( / 0DTimes New Roman F|dv 0|( 0hDArialNew Roman F|dv 0|( 0h" DWingdingsRoman F|dv 0|( 0h a.  @n?" dd@  @@`` |tH(a      O$$b$c$ri΃> i}X b$aֿ|Blended Learning US and LebanonO =n9International Blended Learning: United States and Lebanon Judy GerarditEmpire State College s Center for International Programs: "Athens Thessaloniki Prague Lebanon##  Two instructional modelsDirect instruction Classes at partner institution Athens, Thessaloniki, Prague Blended learning Online and F2F Lebanonj('(2C CBlended LearningSloan-C definition of blended learning * 1. Courses that integrate online with traditional f2f class activities in a planned, pedagogically valuable manner; and 2. Where a portion (institutionally defined) of f2f time is replaced by online activity * Picciano & Dziuban, 2006 >,  ,Lebanese Residency Program Blend: Background Considerations in design and delivery of program to students in Lebanon Academic quality at a distance Home faculty Direct contact: residency Ongoing contact: online*JZ^ZJ^ 6Lebanese Residency Program Blend: Design and Delivery `F2F: residencies at start and end of term Online: webcourse Proctored examinations in Lebanon `a$2 "Pedagogical ConsiderationsfIntegrate f2f and online Course goals drive blend Temporal placement of f2f Strengths of each format eCollege Teaching Strategies  Blended learning facilitates successful teaching strategies: Active learning Cooperative/collaborative learning Questioning as teaching technique Inquiry Group discussionResearch Instrument  nSurvey designed Survey distributed to Lebanese Residency Program faculty Content analysis of faculty responses<Content Analysis: What does F2F add to the online component?==  Behavioral cues; personal dimension Lecture/overview. Definitions, key concepts Model techniques: inquiry, analysis, specific learning activities Familiar learning environment: makes the course  real ZCourse Management F2F Course requirements reviewed Flexibility: use student feedback to adjust course Online Pre-managed up front Better control of course Scheduling, convenience, access bZPZZNZZPOInstructor Time and Effort F2F Explain and correct misunderstandings to whole group at once Pressure to use limited time most effectively Online Can research student questions, provide better responses Much time and effort in planning Writing slower than talkingTkvkvAssessment of Student Learning pF2F Additional information about mastery of those students less engaged online Online More objective Don t know if it s the student s own work All assessments based on writing skills XKbKc PedagogyF2f Cover challenging topics Motivation, establish interest Adjust teaching to student cues Online Analysis, synthesis, feedback Discussion more like lecture Discussion more easily student ledTZXZZ^ZX^ Most Important F2F Contributions!!  Organizational 2 Social 5 Pedagogical 4 Tallies. Respondents indicated which of the three aspects of f2f was most important to them.2^ Comments  Research encapsulates comparative strengths of f2f and online for all blended learning Promising findings for adding f2f to webcourses Provides direction for further research{ (Pr   Y't