Presentation for NLN Education Summit Washington DC September 2013 Dr Cynthia Bechtel and Dr Susan Mullaney
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1. Robin S. Robinson Dr. Susan Mullaney Dr. Cynthia Bechtel
BLENDED LEARNING and FLIPPED CLASSROOM Increasing Student
Engagement
2. Who are we? Dr. Cynthia Francis Bechtel, PhD, RN, CNE, CSHE,
CEN Associate Professor/Coordinator MSN Program Dr. Susan Mullaney,
EdD, RN, CNE Professor/Department Chair Nursing
3. Have you seen this classroom?
4. Our students in a face-to-face classroom
5. Why use blended learning? As I reflect on my undergraduate
education, I can honestly say I was a passive learner. All of my
undergraduate classes were the usual lecture format. The professor
was the sole provider of the information spoon feeding us what we
needed to know. I was one of the students in the lecture hall
feverishly taking notes on what seemed like endless number of
PowerPoint slides the professor prepared on the subject. The amount
of collaboration between student and professor was usually limited
to we need to get through this information people.
6. Objectives Discuss the innovative teaching modalities of
blended learning and flipped classroom Illustrate creative online
course modules Examine student experiences with blended learning
and flipped classroom courses
7. Is it Hybrid or Blended? Hybrid - course delivery label used
to advertise a non-traditional face-to- face course to students.
Blended - combines classroom teaching with web-based or other forms
of instruction in and out of the physical classroom. Result =
enhanced learning experience
8. U.S. Department of Education Study Their meta analysis
showed that blended instruction combining elements of online and
face-to-face instruction had a larger advantage relative to purely
face-to-face instruction or instruction conducted wholly online.
http://www2.ed.gov/news/pressreleases/2 009/06/06262009.html
9. Flipped classroom Didactic material online Face-to-face
class time for interactive assignments which build upon online
material Is NOT putting PowerPoint or videos online
10. Course Design Strategies Does a blended course create a
better student learning experience?
11. Course Design Strategies Some benefits of the hybrid format
are the self-directed learning modules that can be completed during
times that work best for the learner, less time involved in
travelling to classes, and no tests with this program.
12. Why Hybrid? What is driving the pedagogical change at our
institution? Why in MSN program?
13. Our students
14. A students reaction I had been a bit anxious about the on
line portion of the classes. All my previous classes had been face-
to-face and e-learning seemed like it would be impersonal and
solitary. Im so glad I was so wrong. The hybrid nature of this
program appears to combine the best of both worlds. Face-to-face
classes allow visual, tactile, real time interaction, and the
ability to get to know classmates in a more personal way. The
online portion allows greater flexibility, reflection, and time to
research things more fully.
15. Goal of blended learning Join the best aspects of both
face-to-face and online instruction. Classroom time can be used to
engage students in advanced interactive experiences. The online
portion of the course can provide students with multimedia-rich
content at any time of day, anywhere the student has internet
access.
16. A students view I knew I didnt want to take online courses
as I imagined it would be impersonal. I thoroughly enjoy reading
the modules, viewing the videos, reviewing the articles, and
writing a discussion board on the subject. I also very much enjoy
the Wednesday evenings together, the spirited conversations, the
networking, collaborating, and group projects.
17. The hybrid class has allowed for a higher level of learning
and teaching. I felt that I learned more from these two classes
than almost any Ive taken in the past. Why Hybrid?
18. What are our challenges? What are the challenges of a
blended class?
19. Challenges Foremost is the need for resources to create the
online materials to be used in the courses. Material development is
a time- and labor-intensive process Student expectations of blended
courses
20. What are the challenges? As for the on-line portion of our
class, I thought that that would be a cakewalk. Answer a few
questions, post, and no big deal, right? Wrong, I find the
discussion boards to be so thought provoking and as I am reading
for the modules, I find myself looking for more information. This
class has made me more inquisitive.
21. Best Practices What are the characteristics of a successful
blended class?
22. Best Practices I am finding that I am more of an active
learner with hybrid classes. I am more likely to research the
discussion board questions and actually put an effort into
them.
23. Best Practices Define what blended learning looks like in
your course Set Rules of Engagement for discussion, communication,
etc. Quality Matters https://www.qualitymatters.org/rubric
24. Best Practices Design learning activities that actively
engage students in both online and face-to- face environment. Plan
how face-to-face and online components integrate to build a
cohesive course. Select and incorporate appropriate instructional
technologies to meet learning goals and deliver online
experiences.
25. Best Practices The hybrid course design incorporates
diverse learning styles. The online modular topics, readings,
assignments, videos, links, and resources gave me alone time to
experience the subject in a multidimensional true-life learning
process.
26. Best Practices In order to be successful in a hybrid
course, one must be dedicated and self-disciplined. Unlike the
conventional face-to-face classes, e-learning requires that the
student complete assignments and course work by a deadline, but
without the constraints of being in a classroom setting
27. Examples Advanced Technology and Nursing Informatics Module
Management Module