Characteristics of Successful Local Blended Programs in the Context of the Sloan-C Pillars

1. Characteristics of Successful Local Blended Programs in the Context of the Sloan-C Pillars © 2006 Moloney & Hickey Jacqueline F. Moloney, UMass Lowell

2. Sloan Planning Grant Deliverables: • Market study of blended learning Continuing Studies and Corporate Education Home Page • Analysis of 4 case studies ofexemplars of local blended programs • Identification of prospective programs to develop as local blended programs

3. Case Study Selection • Enhance access for local constituency • Exemplar of blends that optimize learning effectiveness • Enhance faculty/student satisfaction • Programs that are cost effective and fulfill campus mission by meeting a local need UMass Amherst's Professional MBA UMass Boston’s RN to BS to serve local employees UMass Dartmouth’s Degree Completion/ Women’s Studies program UMass Lowell’s Master’s in Educational Administration customized degree for Lawrence Schools

4. Analysis • Case writers developed common template for developing the case • Interviewed students, faculty and external partner or administrator • Cases Loaded into NVivo® for Sloan MetaCase Study • Constant comparison to identify common characteristics

5. Initial Concept Map of Characteristics

6. “The LinEAP program has at least eight features that distinguish it from exclusively face to face or online programs …. These include: a cohort membership, customized content, program co-design and course co-instruction, a hybrid delivery format, class location in the client site, a liaison to facilitate logistics, regular assessment of client and student satisfaction, and continued client involvement in program evolution…. I believe that all eight of the components that characterize LinEAP are required not only for its success but for effective replication in other districts” (Lowell case writer).

7. Highest code yield = 90 out of 350 • “…Students feel the flexibility of choosing the course format that works best for them was a deciding factor in choosing the PMBA program…” (Amherst). • “Strategies to avert or ameliorate technology problems include having a six hour fact to face technology orientation….A face to face meeting fosters a connection between the students, a personal connection is made with the Director… (Boston, case).

8. “At the same time that she found the online learning convenient and powerful, she ‘loved’ the face to face meetings embedded in each course. The close professional connections established … continue … as a support network in her current leadership role” (Lowell, student). • “The second face to face meeting... to form a book club. They develop a presentation … at a luncheon. … allows students to develop their presentation skills and meet with the faculty in a very casual setting... The students have enjoyed and benefited from dialogue with the faculty” (Boston case).

9. “the program is advertised within LPS … LTUnion and the Law. Admin.s’ Assoc.. The Superintendent also hosted a dinner … Civic and educational leaders were invited and district press coverage was provided. … a lavish graduation celebration attended by their families and faculty; again, press coverage within the district was used …” (Lowell, case). • “…a pre-program meeting… includes signing a contract …(teacher must) complete course work and remain … for 3 years, or pay back the costs … • “… by forging partnerships with the community colleges in Massachusetts, designing culturally competent RN specific curriculum, … It is critical that these goals are achieved while decreasing institutional barriers … at an affordable cost” (Boston, case).

10. © 2006 Moloney & Hickey • “The faculty who teach in the program have monthly brown bag lunches to discuss hot topics, teaching tools and applications, etc. which gives us time together to discuss ways to better improve the program” (Amherst, faculty interview).

11. Learning Effectiveness: Features optimal use of f2f and online • “This program allows me the opportunity to choose different learning environments so I know what works best for me… I feel I learn best when I can sit with people and see their expressions and body language” (Amherst case). • “Doris liked the convenience of the online learning but found the face to face meetings indispensable. … set up a face to face study group during the online sessions as a way to support their learning and socialize. She thought the combination of the two learning modes accommodated different learning styles in the cohort, and provided each member a variety of ways to master course content.” (Lowell, case).

12. Summary and Next Steps • Strength of localness blended programs is their capacity to serve the needs of the local region. • The Sloan-C Pillars serve as a valid framework for creating models and principles of successful local programs. • Further analysis and validation of cases • Cases will be submitted to Effective Practices and JALN for consideration of publication

13. Credits • Thanks to: • Case Writers: • Amherst: Amy Bergin, Director of Marketing and Business Development/Graduate Program • Boston: Kathleen Polley, Coordinator, RN-BS Program • Dartmouth: Jen Riley, Director, Women’s Studies, UMASS Dartmouth • Lowell: Judith Boccia, Director, Center for Field Services and Studies • Charmaine Hickey, Project Coordinator & Research Assistant

14. References Bonk, C.J. & Graham, C. R. (2006). Handbook of blended learning: Global perspectives, local designs. San Francisco: John Wiley & Sons, Inc. Garrison, D. R. (2005). Blended learning collaboration principles. Paper presented at the Sloan-C Workshop, Chicago, IL. Moore, J. C. (2005). The Sloan Consortium quality framework and the five pillars. The Sloan Consortium. Niemiec, M. & Otte, G. (2005). Blended learning in higher education. Report presented at the 2005 Sloan-C Workshop, Chicago, IL.