Blended and Online Learning@Carleton

NFOAugust, 2015

Before we start…

• When you hear the terms ‘blended’ and/or ‘hybrid’ course what comes to your mind? In other words, how would you define ‘blended’ learning?

Possibilities/Types

Tech. Enriched

- 100% face to face instruction

- Some materials placed online (cuLearn)

- Often “content driven”

Blended

- Mix of face to face and online instruction

- Materials and learning activities online

- Reduction of class time (20-80%)

Fully Online

- 100% online- Ideally learner

driven

Example

Pre-reading Pre-quiz Lecture/Problem Solving Practice Discussion/Lab Homework

Online Online In class

Faculty

Online In class

TAs

Online

Blended Courses @ Carleton

Fully Online Learning

• 100% online; no in-person interaction• Ideally learner-driven

• At Carleton – two types of online courses– Classroom recorded courses – Web-based courses

Classroom Recorded Type Courses

• Traditional style of distance course offered at Carleton, often referred to as TV courses.

• Started in 1978 as itv, renamed CUTV in 2003 and CUOL in 2011.

• Until now a channel on Ottawa area Cable TV service. This fall channel will be dropped so these will no longer be “TV courses”.

Classroom Recorded Type Courses

• In-class section on-campus with online sections also available to students– Live Streamed as recorded (free)– Video-on-Demand (VOD) by subscription (fee)– PPV individual lecture online access (fee)– On-campus viewing CUOL/Library (free)– Five classrooms are equipped to record:

Theater B, C264 LA, 103 SC, 624 SA, 404 SA.

Classroom Recorded Type Courses

• These courses also have a strong cuLearn component (announcements, auxiliary materials, discussion forums, assessment submission, etc.)

• CUOL assists with on-campus exam scheduling/proctoring as well as individual distance student arrangements. Also assignment return, and general student support.

Online Course Growth

2009-10 2010-11 2011-12 2012-13 2013-14 2014-150

20

40

60

80

100

120

140

160

# of CUOL Courses

# of Courses

Enrollment Growth

2009/2010 2010/2011 2011/2012 2012/2013 2013/2014 2014/20150

2000

4000

6000

8000

10000

12000

14000

16000

18000

20000

1035411172

12424

15102

17075

18360

5306 56136050

7022

8538

9903.29999999999

3641192

2540

CUOL Registrations 2009/10 - 2014/15

Total CUOL RegistrationsStudentsWeb course registrations

Video on Demand (VOD)

• 75% of CUOL section students and up to 15% of in-class students subscribe.

• $50 per course per term • Access to lectures as streamed video or

downloadable files.• Access remains to end of deferred exam

period for course.

CUOL Student Centre

• D299 Loeb Building• VOD viewing kiosks available 24/7• Student support for course selection,

registration, examination arrangements, etc.• Home of CU Testing Centre – proctoring

services for Ottawa area students of other institutions needing exam invigilation. NTCA certified.

Web Type Online Courses

• Insert screenshots

Course Growth

Carleton• 2012: 2 courses

• 2013: 11 courses

• 2014: 26 courses

• 2015: 46 courses

Ontario context• Queen’s: Four general BA

programs (3 year)– English, History, Psychology,

Global Development– 65 courses

• Waterloo: Five general programs (four 3-year, one 4-year)– Liberal Studies, English,

French Studies, Philosophy, Social Development Studies

– 117 courses

Ontario Online Initiative

• Carleton awarded funding for 15 initiatives in last two years

• 2014: 6 courses• 2015: 5 courses + 3 modules• New round of funding – fall 2015

Question

• What benefits and challenges do you think blended and online education has for your students and you?

Benefits

Students: • Flexibility and increased interactivity• Literature suggests that students perform better

in blended courses• Discussions online: time to think through and

edit responses (great for introverts, ESL students)

• Multiple media formats available• Develop digital literacy and other tech. related

skills

Benefits

Instructors: • Flexibility• Possibility to enrich your teaching and bring

guest speakers from any place in the world • You can plan, revise and test parts of your

course and activities in advance • Going through the process of planning and

building a blended or online course can improve your face-to-face teaching

Challenges

• Students:– Moving from passive to active participants– Potentially more work/effort– Procrastination? Time management skills?– Digital natives?

Challenges cont.

• Faculty: – Learning curve and effort– Separation of learners and teachers in time and

space– Workload differences? – Technology can fail – Written vs. verbal communication– DFW rates

Support

• Teaching and Learning Services– EDC

• Educational Developers, Instructional Designers, Educational Technologists

• Professional development– Blended and Online Teaching Certificate program– cuOpen

– CUOL• Kick starter fund for web based initiatives (blended/online)• Media support and production• Student and administrative support

Contact Us

Jeff Cohen (jeff.cohen@carleton.ca)

Dragana Polovina-Vukovic(dragana.polovinavukovic@carleton.ca)