Implementing a Blended Learning Approach: Factors Influencing Students' Academic Outcomes

Submitted by Anonymous on February 22, 2010 - 9:51am
Author(s)
Brenda Smith-Chant
Associate Professor in the Department of Psychology
Trent University
Hejazifar, N.
Trent University
Lund-Lucas, E.
Pilgrim, M.J.
Aubrey, J.
Session Information
Assessment and/or Evaluation
Great Idea
April 19, 2010 - 11:00am
15 Minutes
Salon A
Presentation File 1: 
Implementing a Blended Learning Approach: Factors Influencing Students' Academic Outcomes


We applied a blended learning approach in a large undergraduate course (N = 780). Data about students’ self-regulated learning strategies and technology was collected and related to academic performance. Sub-group analyses revealed characteristics of successful and unsuccessful students in this blended environment that have implications for course design.

 

This presentation describes an empirical approach to exploring the impact of a blended-learning environment on academic outcomes with a very large sample size. This allows us to identify sub-groups with the larger sample to reveal a) self-regulation strategies necessary for academic success and b) student characteristics that impact how they engage in course technology.

Key Performance Indicators of Student Support in a Blended PhD Program

Submitted by Anonymous on February 22, 2010 - 10:06am
Author(s)
Lorraine (Lori) Williams
Walden University
Eric Riedel
Walden University
Session Information
Assessment and/or Evaluation
Information
April 19, 2010 - 2:00pm
50 Minutes
Salon E
Presentation File 1: 
Key Performance Indicators of Student Support in a Blended PhD Program


Presenters will share their practice of measuring key performance indicators of student support in a blended PhD program. Key performance indicators include measures related to use of the writing center, library and career services both while face-to-face at 20 required days in residence, and while engaged in online courses.

Attendees can expect to learn which performance indicators are considered most important to measuring satisfactory student support, how they are measured and plans for improvement.

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John Sener

Submitted by Anonymous on April 21, 2010 - 5:01pm
First Name: 
John
Last Name: 
Sener
Position/Title: 
Director of Special Initiatives
Email: 
jsener@sloanconsortium.org
Street Address: 
6503 Westmoreland Ave.
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Takoma Park
State: 
MD
Postal Code: 
20912
Country: 
USA
Phone #: 
301 270-0933
Mobile Phone #: 
240-461-2841
Fax #: 
301 920-2660
Skype ID: 
john.sener
Institution/Affiliation: 
Sloan-C; Sener Knowledge LLC
My Location (Geographic Area): 
Northeastern
Willing to Travel (Geographic Area): 
Northeastern
Willing to Travel (Geographic Area): 
Southeastern
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Midwestern
Major Areas of Consulting Expertise: 

 knowledge development and dissemination; project and program evaluation; strategic planning; learning design; student-generated content; summer online program development

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Robert Zotti

Submitted by Anonymous on May 28, 2010 - 10:42am

Reflections on the Quality Matters™ Program

Submitted by Anonymous on May 28, 2010 - 2:04pm

John Sener, Sener Knowledge LLC;
Member, Quality Matters Academic Advisory Council

Resources to assist educators with the delivery of student workshops

Award Winner: 
2010 Sloan-C Effective Practice Award
Author Information
Author(s): 
Carol Elston
Institution(s) or Organization(s) Where EP Occurred: 
University of Leeds, UK
Institution(s) or Organization(s) Where EP Occurred: 
LearnHigher CETL
Effective Practice Abstract/Summary
Abstract/Summary of Effective Practice: 

The LearnHigher Centre for Excellence in Teaching and Learning (CETL) is a partnership of 16 UK Universities committed to improving student learning through research and resource development. Focussing on 20 areas of academic skills development, from academic writing to visual practices, the project outcomes include research papers, conference workshops and a coherent open access website showcasing a range of online resources for both students and staff. Entering the final year of the 5-year project, the dilemma was how to capture the expertise of the LearnHigher partners and their colleagues. The aim was to find a way to share experience, making clear connections between resources and guidance, whilst harnessing the personal communication style and expertise of the partners. This resulted in a collaborative project to develop a suite of 20 video resources designed to enable an educator, regardless of location, to deliver a student workshop covering a specific area of skills development. Video plays a central role in communication, with each slide within the resource structured around a video clip; by capturing speech and expression the clips are personal, echoing the way in which academics share teaching expertise and knowledge with colleagues. The resulting resources are open access and available via the internet (www.learnhigher.ac.uk/videoresources).

Description of the Effective Practice
Description of the Effective Practice: 

The resources are designed to cater for a range of teaching styles and requirements, from full workshops to individual activities. Each resource includes a range of video clips describing workshop format, ice-breakers, activities, frequently ask questions and tips; the aim is to inform, encourage and inspire. The videos vary from talking head style clips, snap shots of workshops, student activity sessions and interviews. This format enables tutors to view the staging of workshops, visually stimulating ideas and providing tips and techniques on delivery. By capturing speech and expression the clips are personal, echoing the way in which academics share teaching expertise and knowledge with colleagues when in a face to face situation. Probably the most important element of each resource is the range of downloadable presentations, handouts and lesson plans. Those using the resources are encouraged to take as much or as little as they require and to change and adapt the content to meet the needs of their students.

Supporting Information for this Effective Practice
Evidence of Effectiveness: 

The project was launched in March 2009 with a remit to develop 20 resources by July 2010. At the time of writing (June 2010), 18 resources have been completed 10 of which have been uploaded to the website. The LearnHigher website is currently being redeveloped and will be re-launched at the end of July 2010 with all 20 resources in situ. The learning development community within the UK has had access to each resource as it has been uploaded and feedback has been positive. Website statistics show extensive access and evaluation comments show that the resources meet the needs of educators. The resources are also available through the UK OER repository Jorum Open and received 3rd place in the Jorum competition for educational resources 2009. As the project nears completion we are keen to share the content as well as receive feedback. As well as requesting comments from users we will also be carrying out a full evaluation programme during the 2010/11 academic year.

How does this practice relate to pillars?: 

This initiative supports effective practice as defined by the five pillars; in particular the support of ease of access. It achieves this by supplying a ‘one stop shop’ for educators who want to include skills development within their teaching. The resource has been designed so that a tutor can dip in and out of the slides opting to watch relevant video clips, developing their ideas and integrating them into their teaching. The resource is available to all, any time, any place and at no charge. The supporting materials can be downloaded and adapted saving both time and money. This resource may not provide all the answers but it is an excellent starting point – the next best thing to spending twenty minutes with someone who has done it before and is willing to share their expertise and their practical activities with you.

Equipment necessary to implement Effective Practice: 

To utilise these resources the only requirement is a computer with internet access and sound. The user also needs to be aware of the url which is www.learnhigher.ac.uk/videoresources.

Estimate the probable costs associated with this practice: 

There is no financial cost associated with the use of the resources. The investment in time has been kept to the minimum by designing the resources to a template design; each resource has a similar look and feel with standard navigation.

Useful Links: 
Video resources for tutors
Interview with Carol Elston
Camsex Dominas
Other Comments: 

It is important to note that the team creating the resources are learning developers rather than media experts and as such the video clips should be viewed as a tool to share experience in an interesting and visual way rather than necessarily being judged on technical merit.

 

Contact(s) for this Effective Practice
Effective Practice Contact: 
Carol Elston
Email this contact: 
c.a.elston@leeds.ac.uk
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