Student Perspectives

on Blended Learning

in Composition

Sean McAuley, PhD

Language and Literacy Education

Overview

An ongoing study of student

perspectives of blended learning

environments in a technical college

My Goals

To be a dialogic educator

To develop the blended classroom as

a dialogic, negotiated space

My Goals

I seek to understand the student experience in order

that they might achieve more input in, understanding

of and control over their learning experience.

I hope they might become co-creators rather than

recipients of their academic education.

Theoretical Underpinnings:

Dialogic Pedagogy

Critical, Democratic Dialog

Critical theory in education seeks to counter the dehumanizing effect that educational systems have upon students.

Democratic principles and Dialogic interactions as a humanizing

spaces in the blended classroom.

Theoretical Underpinnings:

Dialogic Pedagogy

Freirean Critical-Democratic Principle

Freire’s dialogic: a critical-democratic principle in which people make the choice to listen to, learn from and edify each other.

Freire (1998) argued that “no one lives democracy fully, nor do they help it grow, if, first of all, they are interrupted in their right to speak, to have a voice, to say their critical discourse, or, second, if they are not engaged, in one form or another, in the fight to defend this right” (p. 65).

Theoretical Underpinnings:

Dialogic Pedagogy

Bakhtin and Meaning Making

• Meaning is a constant push and pull among people

• As we make meaning within a context, we make meaning of ourselves in relation to that context.

• As we continue to speak within that context, we revise and reshape the context and our relationship to it.

• Such interaction is humanizing (Bakhtin 1980)

Theoretical Underpinnings:

Dialogic Pedagogy

• The classroom is a meeting of people with different cultures, discourses, beliefs, idiosyncrasies, emotions, knowledge and experiences.

• It is a place where we meet for a sustained moment with each other to discuss what we have seen until we move off in many possible directions of continued exploration.

Theoretical Underpinnings:

Dialogic Pedagogy

Dialogic pedagogy reminds us that this study is as ongoing and fluid as the student populations that journey through our institutions.

In addition, we are reminded that student voice must maintain a constant presence in the important reflections upon our educational practices.

Personal Context

• 7 years as an adjunct English instructor in the Technical College System of Georgia

• Two semesters as a member of the full-time English faculty in the Technical College System

• Study draws from classes of my first two full-time semesters.

College Context

• A technical college in Georgia.

• According to the College’s 2011 research, the service area is

considered rural with an average 91.4 persons. The Georgia

average is 167.3 persons.

• With respect to race, the same research shows the service area

as 92% White, 4% Hispanic and 3% Black.

• According to the Federal Education Budget Project, the college’s

data for Fall 2012 closely mirrors the local area demographics

with a student breakdown of 87% White, 7% Black, 2%

Hispanic and 1% Asian.

• The same data shows Females outnumber Males 57% to 43%.

Classroom Context

• Semester system-15 weeks, 30 meetings, 2 per week.

• Demographics of classes reflected the general college demographics.

• Ages 19 to 50, with most students in the 20-30 range.

• 95% local residents.

Classroom Context

• English 1101: Composition and Rhetoric: Hybrid class,

one physical meeting and one online meeting per week.

The physical meeting included lecture, classroom

discussion and activities.

• English 90: Learning Support English: A software-based

curriculum in which student work at their own pace in the

classroom twice a week and outside the classroom at their

choosing. Lecture and full-group activities and discussion

discarded in favor of one-on-one tutoring as needed.

Technology Implementation in

Classes via ANGEL

ANGEL is an Interface similar to WebCT. For the class, I used the following:

• Discussion Forums

• Web Links

• Paper Submission via Dropboxes

• Turnitin

• File Sharing (Documents and Videos)

MyLabs Plus is an English grammar and mechanics education software that contains:

• Text and audio/visual based lessons

• Text based evaluations

Methods of Data Collection

The data for this qualitative study was

drawn from open-ended

questionnaires and subsequent,

informal one-on-one discussions about

the answers.

Research is ongoing

Methods of Analysis

The compilation of the texts generated

by the students served as a type of

overall text of that class experience from

which I drew a literary style, interpretive,

thematic analysis in order to locate and

analyze student perceptions.

Literature Review

Themes from the Literature Review: Positive

Convenience and Efficiency

• quick access to material and instructors within a single medium.

• established organization reduced the stress of having to develop their own system of organization.

• organizational shells helped instructors streamline their information and prevented tangential discussions inherent in physical classroom settings

• students were able to keep on pace and remain connected and confident if they missed a class

Gedik, N., Kiraz, E., & Ozden, M. (2012); Cooner, T. (2010); Chandra, V., & Fisher, D. L. (2009); GEÇER, A., & DAĞ, F. (2012); Blended (2011); Student (2011)).

Literature Review

Flexibility / Autonomy / Control:

• engagement with the course information on and in their own time in an environment of their choosing (Gedik, N., Kiraz, E., & Ozden, M. (2012); Banerjee, G. (2011); Cooner, T. (2010); GEÇER, A., & DAĞ, F. (2012); Chandra, V., & Fisher, D. L. (2009); Mitchell, P., & Forer, P. (2010); Napier, N. P., Dekhane, S., & Smith, S. (2011)).

• exposure to many embedded and online resources helped broaden students’ knowledge base and facilitated unique journeys through the material (Pombo, L., Loureiro, M., & Moreira, A. (2010); blended as ped; Mitchell, P., & Forer, P. (2010)).

Literature Review

Acquisition of Knowledge

• web-based resources enhanced their classroom

experience

• classroom experience helped clarify web-based

information.

• Appreciation for each type of class was built because

of the blend. (GEÇER, A., & DAĞ, F. (2012); Gedik, N., Kiraz, E., & Ozden, M. (2012); Banerjee, G. (2011); Chen, C. C.,

& Jones, K. T. (2007); Calderon, O., Ginsberg, A., & Ciabocchi, L. (2012); Napier, N. P., Dekhane, S., &

Smith, S. (2011))

Literature Review

Social Connection

• blended learning classrooms encouraged social interaction through exchange of information, ideas, and experience.

• such interaction helped students feel connection, enjoyment, meaning and relevance.

• such connection subsequently built a sense of voice and confidence in students.

(GEÇER, A., & DAĞ, F. (2012); Banerjee, G. (2011); Dzakiria, H., Don @ A. Wahab, M., & Abdul Rahman, H. (2012); Mitchell, P., & Forer, P. (2010); Gedik, N., Kiraz, E., & Ozden, M. (2012); Napier, N. P., Dekhane, S., & Smith, S. (2011))

Literature Review

Teacher Communication

• increase in student communication with teachers.

• blended learning environments made students more aware of and comfortable with online communication with professors

• ease of email and forum communication versus office visits encouraged students to ask questions and discuss assignments

GEÇER, A., & DAĞ, F. (2012); Gedik, N., Kiraz, E., & Ozden, M. (2012); (Chen, C. C., & Jones, K. T. (2007); Napier, N. P., Dekhane, S., & Smith, S. (2011).

Literature Review

Themes from the Literature Review: Negative

Increased Workload

• unrealistic expectations for reading assignments in addition to discussion board postings and independent research (Gedik, N., Kiraz, E., & Ozden, M. (2012); Banerjee, G. (2011);

Chen, C. C., & Jones, K. T. (2007); Orton-Johnson, K. (2009); Napier, N. P., Dekhane, S., & Smith, S. (2011)).

• heavy workload had a positive affect on their work ethic and analytical skills (Napier, N. P., Dekhane, S., & Smith, S. (2011)).

Literature Review

Rejection• students refused to participate because the interfaces were not

intuitive or user-friendly (Pombo, L., Loureiro, M., & Moreira, A. (2010); Student (2011)).

• in some cases of video lectures, students identified poor editing, production and performance.

• in other cases with ebooks, students named poor navigation ability as a problem (George-Palilonis, J., & Filak, V. (2009)).

• students willing to participate in forums would drop off due to lack of peer involvement (Gedik, N., Kiraz, E., & Ozden, M. (2012);

Mitchell, P., & Forer, P. (2010))

Literature Review

Resistance• Unfamiliarity

• didn’t fully understand how to interact online

• frustrated by of a lack of training (Orton-Johnson, K. (2009); Student (2011); Calderon, O., Ginsberg, A., & Ciabocchi, L. (2012); Napier, N. P., Dekhane, S., & Smith, S. (2011); Gedik, N., Kiraz, E., & Ozden, M. (2012).

• Misconception that instructors viewed all internet resources as non-academic and internet research for academic purposes as unethical (Orton-Johnson, K. (2009)).

Literature Review

Desire to keep Face-to-Face education

• traditional classrooms offered crucial aspects that could not be replaced by online classes.

• live forum helped students clarify and adjust their understanding of online materials.

• dynamics of group discussion and the immediate interaction with instructors motivated students and offered a live forum for working out their ideas that online forums could not replicate.

(GEÇER, A., & DAĞ, F. (2012); Cooner, T. (2010); Orton-Johnson, K. (2009); Chandra, V., & Fisher, D. L. (2009); Student (2011); George-Palilonis, J., & Filak, V. (2009); Chen, C. C., & Jones, K. T. (2007).

Interpretation of Study Data

Frustration

The students in both classes reflected many of the

negative aspects found in the literature:

• Discomfort with computers and navigation of website

• Dislike of website interface

• Lack of home access

• Problems with compatibility across platforms

Interpretation of Data

Positive aspects of Literature also occurred in the students’ feedback:• Blending of learning helps to focus attention

• Saves time and resources

• Increases organization

• Promotes communication with instructor and peers

• Provides consolidated research materials

• Gives students a stronger sense of control

Interpretation of Data

Need for Traditional Classroom

Overall, students reflected the literature on this

theme:

• Appreciate convenience of online aspect

• Need classroom in order to clarify understanding of online

materials and work out ideas, especially for English classes

• View of online component as largely inert as an

instructional platform

Interpretation of Data

Suggestions for Improvement

Students in this study offered important suggestions for improvement:

• ANGEL Smartphone application

• Emailed status change updates

• Student confirmation of instructor activity

• Consistent use and construction across instructors

• Thorough use of available features

Implications for Research

• The traditional classroom is crucial to Composition instruction, perhaps because of the discursive nature of the curriculum

• Instructors could add more direct instruction links in order to create stronger connections between traditional and online classroom and to increase efficiency

• Blended learning instructors and students could meet together to discuss use of online resources and development of online classes in order to create cross-curriculum coherence

Implications for Research

• Colleges and Universities should regularly seek

contemporary, flexible software applications.

• Instructors should regularly explore and seek training

in the software applications

• Colleges and Instructors should seek regular student

input on software applications

Implications for Research

Dialog and Democracy

• Blended learning increases and promotes student autonomy and responsibility

• Instructors have an opportunity to design traditional classrooms that reinforce and facilitate such student empowerment.

• Students are primary resource for educational software development.

• Mutual accountability increases student empowerment.

Contact Information

smcauley@northgatech.edu

706-754-7765

References

• Bakhtin, M.M. (1981). The dialogic imagination: Four essays (C. Emerson and M. Holquist, Trans.). Austin, TX: University of Texas Press.

• Bakhtin, M.M. (1984), Problems of dostoevsky’s poetics (C. Emerson, Trans.). Minneapolis, MN: University of Minnesota Press.

• Bakhtin, M.M. (1986). Speech genres and other late essays (V.W. McGee, Trans.). Austin, TX: University of Texas Press.

• Banerjee, G. (2011). Blended Environments: Learning Effectiveness and Student Satisfaction at a Small College in Transition. Journal Of

Asynchronous Learning Networks, 15(1), 8-19.

• Blended learning in finance : comparing student perceptions of lectures, tutorials and online learning environments across different

year levels. (2011).

• Calderon, O., Ginsberg, A., & Ciabocchi, L. (2012). Multidimensional Assessment of Pilot Blended Learning Programs: Maximizing

Program Effectiveness Based on Student and Faculty Feedback. Journal Of Asynchronous Learning Networks, 16(4), 23-37.

• Chandra, V., & Fisher, D. L. (2009). Students' Perceptions of a Blended Web-Based Learning Environment. Learning Environments

Research, 12(1), 31-44.

• Chen, C. C., & Jones, K. T. (2007). Blended Learning vs. Traditional Classroom Settings: Assessing Effectiveness and Student Perceptions

in an MBA Accounting Course. Journal Of Educators Online, 4(1),

• Cooner, T. (2010). Creating opportunities for students in large cohorts to reflect in and on practice: Lessons learnt from a formative

evaluation of students' experiences of a technology-enhanced blended learning design. British Journal Of Educational Technology, 41(2), 271-

286. doi:10.1111/j.1467-8535.2009.00933.x

• Dzakiria, H., Don @ A. Wahab, M., & Abdul Rahman, H. (2012). Blended Learning (BL) as Pedagogical Alternative to Teach Business

Communication Course: Case Study of UUM Executive Diploma Program. Turkish Online Journal Of Distance Education, 13(3), 297-315.

References

• Freire, P. (2007). Pedagogy of the oppressed (Myra Bergman Ramos, Trans.). New York, NY: The Continuum International Publishing Group. (Original work published 1968)GEÇER, A., & DAĞ, F. (2012). A Blended Learning Experience. Educational Sciences: Theory & Practice, 12(1), 438-442.

• Gedik, N., Kiraz, E., & Ozden, M. (2012). The Optimum Blend: Affordances and Challenges of Blended Learning for Students. Online Submission,

• George-Palilonis, J., & Filak, V. (2009). Blended Learning in the Visual Communications Classroom: Student Reflections on a Multimedia Course. Electronic Journal Of E-Learning, 7(3), 247-256.

• Mitchell, P., & Forer, P. (2010). Blended Learning: The Perceptions of First-Year Geography Students. Journal Of Geography In Higher Education, 34(1), 77-89.

• Napier, N. P., Dekhane, S., & Smith, S. (2011). Transitioning to Blended Learning: Understanding Student and Faculty Perceptions. Journal Of Asynchronous Learning Networks, 15(1), 20-32.

• Orton-Johnson, K. (2009). "I've Stuck to the Path I'm Afraid": Exploring Student Non-Use of Blended Learning. British Journal Of Educational Technology, 40(5), 837-847.

• Pombo, L., Loureiro, M., & Moreira, A. (2010). Assessing Collaborative Work in a Higher Education Blended Learning Context: Strategies and Students' Perceptions. Educational Media International, 47(3), 217-229.

• Student experiences and views of two different blended learning models within a part-time post-graduate programme. (2011).