Presented by Luba Iskold, Ed.D.

Muhlenberg College

Review of the Literature

Hybrid Teaching vs. Hybrid Learning

Pedagogical Needs

Elluminate vs. Skype

Benefits & Solutions?

A combination of online and face-to-face instruction (Young, 2002)

Interchangeable with the term “blended” learning

Synchronous & asynchronous delivery modes:

● Classroom ● Online ● Blended ●

Distance Learning: Videoconferencing technology

Online Learning: Computer-mediated (CM)

technology

Combination of face-to-face instruction with a group of students in a regular classroom and synchronous interaction with one or more students at a remote location

Possible Scenarios:

Student cross-registration among consortial

institutions

Student extended absence from campus due to

various circumstances

Study abroad in an English-speaking country

In the past decade, widespread availability of digital learning technologies has led to increased integration of computer-mediated interaction in traditional face-to-face learning experiences.

Institutions of higher education are embracing online and blended learning (Bonk, 2004).

Although more research is needed, recent publications provide dozens of models that combine face-to-face instruction with online learning in formal academic settings (Bonk & Graham, 2006).

Reactions include a wide range of opinions, from excitement to disappointment (the Chronicle of Higher Education, Zemsky & Massy, 2004).

Blended Learning Models (Graham, 2006):

Activity Level: using technology to enhance learning activities

Course Level: combination of face-to-face and CM activities

used as part of a course

Program Level:

(1) participants choose a mix between face-to-face and online

courses

(2) combination between the two is prescribed by the program

Institutional Level: large-scale effort to enable students to

take advantage of both modes

How can we blend face-to-face and CM instruction

effectively?

To answer this question, let’s consider pedagogical needs

Synchronous Content Delivery:Presentations/DemonstrationsReviews & discussionsVideo & audioTB/WBPrinted handouts

Tests & Quizzes Experience & practice:

Role playPeer discussion Interactive Exercises

Library access (e-books, e-journals)

Blackboard (other CMS) access

Handouts & tutorial documents

PowerPoint presentations

Images and Internet links

Interactive generic & customized content

Asynchronous collaborative learning (e-mail,

discussion boards, chat facilities)

Student support (e-tutors, technical support)

Instructional MaterialsAudio

Textbook CDs Instructor & student recordings Songs

Video Textbook DVDs Student-produced videos YouTube clips SCOLA segments Dish TV clips

Chat box – type here

Polling buttons

Switch whiteboard “pages”

Whiteboard tools

Custom size/color/font options appear below when using certain tools

Turn microphone on/off and control volume levels

Menus & shortcut buttons

Enable/disable functions for individual participants

Share a single application,

or your entire desktop

While sharing the desktop, the quality of video and audio files is poor.

Better quality can be achieved by emailing files or links to students, or by

uploading them to Blackboard.

Pros:

Geared toward teaching and learning

Many features integrated into a single program

Students and guest speakers do not need accounts

The software is installed automatically upon first use

Instructors moderate discussion

Sessions can be recorded and reviewed at a later date

Cons:

The college must pay for a license

Cluttered interface with too many buttons

Time is needed to become familiar with the

software

Sessions must be scheduled in advance

Participants must be invited ahead of time

Invitations clutter email inboxes

The best audio quality is achieved by turning

microphones on/off each time someone speaks,

which is a distraction in a classroom setting

Calls with video &

audio

Desktop sharing

Instant Messaging

File sharing

Integrated access to

Facebook newsfeed

and contacts (Windows

only)

Pros:

Free

Easy to use, intuitive interface

Spontaneity: No need to send invitations or

schedule meetings in advance

No need to turn microphones on/off when

speaking

Less disruptive to classroom instruction

Runs in multiple languages

Cons:

No integrated whiteboard; however, any

drawing program can be run while sharing your

desktop

Every participant needs to create an account

and download the software

Professional development for instructors

Training and technical support for

learners

Dynamic institutional infrastructure

Acceptance of blended approaches by

institutional culture

Additional time to prepare ALL

instructional materials in a digital format

Seamless integration of online learners

with students in a traditional classroom

Switching between three modes:

Face-to-face in a traditional classroom

Blended learning in a traditional classroom

Online learning from a remote location

Impact on student learning

Faculty workload

Recognition of the value of faculty work

View learning as a social experience

View technology as an aid to the social

dimension of learning

Capitalize on the learner-faculty

relationship

Make the most of peer relationships

Luba Iskold

2400 Chew StreetMuhlenberg College,

Languages, Literatures and Cultures,Allentown, PA 18104Phone: 484-664-3516

E-mail: iskold@muhlenberg.edu

http://www.muhlenberg.edu/main/academics/llc/faculty/

russian/iskold.html

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