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Studying Blended Learning in a Liberal Arts College SettingJennifer Spohrer, PhDOffice of the Provost
Innovation
CollaborationEvidence of Impact
About the Project
Research Question
Can a blended approach improve learning outcomes in introductory STEM courses?
COMPLETION
PERSISTENCE IN MAJOR
ENGAGEMENT
MASTERY
What is “Blended”?
• Two keys to our definition:
• Feedback on learning outside classroom through computer-based materials
• Extra-classroom learning alters how instructor teaches or uses class time
• No prescriptions beyond this
• No requirement to reduce “seat” time
• Faculty identify pedagogical challenges and goals
Fall 2011 Courses
Course Undergrad
or post-bac? Pre-requisitesIntro to major?
BIOL101 Intro Bio: Molecules to Cells PB None No
BIOL111 Biological Explorations UG None Yes
CHEM101 Chemistry Fundamentals UG Placement via pre-test Possibly
CHEM103 General Chemistry, sec. 1 PB/UG Placement via pre-test (UG)
Yes (UG)
CHEM103 General Chemistry, sec. 2 UG Placement via pre-test Yes
CMSC/LING325 Computational Linguistics
UG Some comp science or linguistics
No
ECON242 Economics of Local Environmental Government
UG ECON105 No
GEOL202 Mineralogy/Crystal Chemistry
UG 100-level geology or chemistry
Yes
QUAN001 Quantitative Seminar UG Placement via pre-test No
Assessment/Evaluation
• In all courses, assess perceptions of impact through
• Faculty start/exit interviews
• Student attitudinal surveys
• Where possible, compare perceptions against quantifiable evidence of impact
Perceived Impact: Faculty
All fall faculty intend to continue blended approach
Why?
• Automatic grading
• Student learning data generated
• Relevance to their particular pedagogical challenges and goals
Automatic grading
• Assess sooner and more often
• “Testing effect”
• Build in review
Learning Data
• Real-time sense of how students are doing
• More “agile” teaching
• More fruitful conversations with students about learning
Relevance to Goals/Challenges
Generally supported pedagogical goals
• Learner-centered teaching
• Responding to classroom diversity
• Approaches that encourage deep learning
Examples
BIOL 110-113 Exploration Courses • Half-semester, topic-based
• Fear that students won’t get fundamentals
• Heterogeneity of student preparation and goals
GEOL202 Mineralogy/Crystal Chemistry• Intro to major, but tedious memorization
• Blending produces better outcomes and frees up class time for more interesting activities
Better than Expectations
Strongly positive
Somewhat positive
Neutral or Uncertain
Somewhat negative
Strongly negative
Attitude to computer-based learning going intocourse
Prior Experience
0
10
20
30
40
50
% R
esp
on
den
ts
None
Online HS
Blended HS
Online U
Blended U
Independent
Reported Use of Materials
All
Most
Some
A few
None
In some cases, software generates tracking data we can compare …
Self-Reported Use of Materials
Other
Complete assignment
Explore on my own
Review for test
Extra practice
Understand lecture
Prepare for lecture
What Had Impact: Students
Immediacy of Feedback
• Knew sooner whether they had understood
• Able to better structure study time
Focus on Mastery (not their words)
• Made mistakes, got feedback before it “counted”
• More practice if needed
• But, just as important – no busywork!
Next Steps
Measure student performance
• Grades
• Standardized assessments
• Long-term retention
Compare to
• Historical data on for courses
• Predicted performance (SATM, placement tests)
• Learning data tracked by courseware
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