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ALN in the Blended Classroom: Faculty Uses and Attitudes

ALN in the Blended Classroom: Faculty Uses and Attitudes. Introduction-Blended Learning. Flexibility & Benefits Large classes, student learning, morale, overall satisfaction, skills acquisition, etc. 90/10 Rule of Thumb (Brown, 2001). How Faculty Augment.

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ALN in the Blended Classroom: Faculty Uses and Attitudes

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  1. ALN in the Blended Classroom: Faculty Uses and Attitudes

  2. Introduction-Blended Learning • Flexibility & Benefits • Large classes, student learning, morale, overall satisfaction, skills acquisition, etc. • 90/10 Rule of Thumb (Brown, 2001)

  3. How Faculty Augment • Knowledge presentation(Chuang, 2002) • Assessment • “Just-in-time” teaching (Wheeler, 2002) • Interactive Assessment (Byers, 2001) • Knowledge construction • Small group discussion (Saunders & Klemming, 2003) • “active” learning, learning by “doing” (DenBeste, 2003) • Community-building

  4. Research Questions RQ1: What primary uses do faculty make of Blackboard to augment F2F instruction in a blended environment? RQ2: What perceptions do faculty have of how certain Bb features enhance their class management, assessment and instructional capabilities? RQ3: Do faculty use Bb to foster positive psycho-social climates within their classess? If so, how? RQ4: What factors predict use and positive perception of Bb as a blended course supplement?

  5. Methodology • Survey: Web-based survey developed • Course Management, Assessment/Instruction, Psychosocial • Pilot Study, spring 2003 (80 full-time faculty) • Sample: 52 schools using Blackboard • Council of Independent Colleges (CIC) • Michigan Collegiate Telecommunications Association (MiCTA) • Midwest Higher Education Compact (MHEC) • Contacts identified at the 52 Bb Schools • CAO, CIO, IT Directors, etc. • http://www.edcomresearch.com/blackboard.html • 38 schools (73%), 20 states, all 4 regions • Data Analysis • Descriptive and inferential statistics

  6. Demographics: “Snap-shot” • 862 Faculty Respondents • Male: 59%; Female: 39% • Age: 25-35 (31%); 43-55 (44%); >55 (23%) • Doctoral, 61%; Master’s: 31% • 90% teach undergraduate; 23% graduate

  7. Demographics: “Snap-shot” • Teaching: 50% 3-10 years; 30% 10-20 years • 48% taught >4 semesters in Bb • 57% very computer literate • 12% had some formal education online • 83% received training in Blackboard • 72% less than 2 hours of formal training in how to use Bb

  8. Motivation for Blended Use

  9. Motivation

  10. Use Patterns: Administration • Most Often Used Features • 75% Frequently Published Syllabi • 50% Frequently Email Entire Class Via Bb • 50% Frequently Used Gradebook • 40% Frequently Provide Supplemental Readings

  11. Use Patterns: Administration • Most Ignored Features • 88% Never for Virtual Office Hours • 68% Never to return Assignments • 58% Never Use Calendar Function • 56% Never Use Digital Drop Box • 55% Never for procedural Q & A

  12. Open-Ended Responses • “Blackboard is really just a holding area for me that packages together some course materials and course grades.”

  13. Use Pattern: Instructional • Divide Students into Discussion Groups 22% (64% Never) • Continue In-Class Discussion Online 25% (56% Never) • Provide group area (for collaboration) 21% (64% Never) • Quizzes17% (59% Never) • Exams18% (75% Never) • Develop Critical Thinking Skills 25% (50% Never) • Address a Variety of Learning Styles 25% (63% Never)

  14. Sum - Research Question 1 • Largely a High Tech Repository • Knowledge Presentation (vs. interactivity) • Reasons? • Familiarity/satisfaction with traditional models? • Assumptions: f2f better? Workload? Student expectations?

  15. Perceptions/attitudes • “Agreed” or “Strongly Agreed”: • 82% - communicate procedures more clearly • 72% - students expect it • 66% - to better meet educational needs • 65% - to better manage my time w/course • 62% - enhances students’ ability to learn • Remaining attitudes regarding instructional and psycho-social benefits largely neutral • Mean range: 2.9-3.6 (3 = neutral or undecided)

  16. Sum - Research Question 2 • Valued Organization & Communication over Pedagogical or Psychosocial Benefits • BUT, still recognize potential instructional benefits of Bb

  17. Psycho-social / Community • 11% Frequently • 15% Occasionally • 14% Seldom • 60% Never

  18. Sum -- Research Question 3 For the Most Part, “Not for community-building” • Neglected Features  Negative Perceptions? • Negative Perceptions  Neglected Tools? • Reasons? • On-campus networks? • F2f is better?

  19. Predictors of Use/Perception • Administration & Management • Instructional Uses • Community Building ACROSS • Gender • Age • Experience

  20. Surprise Predictor: Gender? • Females more likely to update syllabus, Email groups & individual students • No Significant Instructional Differences • Psycho-social/Community • Females saw Bb as potential source of students’ Sense of Community, relationships • Females: more likely to think it would enhance their Credibility as Instructor

  21. Differences by Faculty Age • Under 35 • More likely to use for community-building, relationship extension • 43 - 55 Year Olds • Course Management Functions • Continue In-Class Discussion

  22. Strongest Predictor: Experience • 4 Or More Semesters Using Bb • Widest Use of Administrative Functions • Widest Use of Every Instructional Tool • Widest Use of Psychosocial Function • Highest Positive Attitudes on Bb Benefits in Every Category

  23. Sum -- Research Question 4 #1 = Experience w/ Blackboard #2 = Gender #3 = Age of Faculty Member

  24. Limitations • Sample: representative, not random • Only 1 LMS • Micro vs. Macro issues • Mainly undergraduate • Small, private liberal arts institutions

  25. Future Research • Instructor Style & Methodology • Style: Constructivist (e.g., Collaborative Learning & Reflective Inquiry) • Course Size • Subject matter • Preliminary findings here suggest “Yes” • Student Characteristics • Year in School • Perceptions of Technology • Learning Style

  26. Recommendations • Develop Blended Instructional Delivery Models for Faculty • Training Models that Incorporate Classroom Management, Instruction/Assessment, and Psychosocial • Ongoing Faculty Development • More use = More Advanced Features

  27. Recommendations • Emphasize Psychosocial/ Community-Building • Correlated with Cognitive and Affective Learning in online research • Higher Level of Pedagogical Skills in Our Training and Support Staff • E.g., Full-Time Faculty Rank Person to Support

  28. ALN in the Blended Classroom: Faculty Uses and Attitudes

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