1 / 65

Tipping the Scales

Tipping the Scales. Extending Blended Learning Across 20 Institutions. Thomas Cavanagh, Ph.D. Assistant Vice President, Distributed Learning University of Central Florida. The UCF-AASCU NGLC Project.

ansel
Download Presentation

Tipping the Scales

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Tipping the Scales Extending Blended Learning Across 20 Institutions Thomas Cavanagh, Ph.D. Assistant Vice President, Distributed Learning University of Central Florida

  2. The UCF-AASCU NGLC Project • To scale the UCF model of blended learning across the AASCU network of institutions (and beyond).

  3. About UCF • Orlando, FL • Metropolitan, suburban university • 58,600+ students • 2nd largest university in U.S. • Carnegie classification: RU/VH Research University: Very High Research Activity • 216 degree programs across 11 colleges • 11 Campuses throughout Central Florida

  4. Center for Distributed Learning • Over 30% of university SCH is online • Over half of all UCF students take at least 1 online course each year. • Fully Online Programs • 5 Undergraduate • 25 Graduate Degree • 29 Graduate Certificates

  5. ì í î Blended Learning Defining Blended Learning Classes where a portion of the traditional face-to-face instruction is replaced by web-based online learning. FullyF2F FullyOnline

  6. Why Blended Learning? • Engage faculty in online learning • First step • Reduce delivery costs • Maximize facility use • Increase flexibility and convenience • Improve student learning outcomes • Expand access to education

  7. Institutional Initiative Faculty Initiative Strategic Alignment Web-Enhanced Blended Learning FullyOnline

  8. Blended Learning at UCF • Began with an Online initiative in mid-90s • Quickly realized that 75% of students were local • Was the catalyst for the blended learning initiative • Center for Distributed Learning

  9. Blended Learning at UCF 500% growth in blended courses Fully Online Courses Blended Learning Courses n n

  10. Blended Learning at UCF

  11. UCF Fall 2008 Headcount “Live” Main Campus Students 43,466 “Live” Rosen Campus Students 2,446 865 1.7% 1,301 2.6% 111 0.2% 137 0.3% 33,087 65.8% Web Students 11,514 7,127 14.2% 2,847 5.7% 363 0.7% 923 1.8% 1,436 2.9% 2,046 4.1% “Live” Regional Students 4,800

  12. UCF Fall 2009 Headcount “Live” Main Campus Students 45,988 “Live” Rosen Campus Students 2,531 782 1.5% 827 1.6% 204 0.4% 697 1.3% 33,988 63.5% Web Students 14,543 8,593 16.1% 3,637 6.8% 375 0.7% 1,030 1.9% 1,497 2.8% “Live” Regional Students 4,809 1,886 3.6%

  13. UCF Fall 2010 Headcount “Live” Main Campus Students 47,926 “Live” Rosen Campus Students 2,472 695 1.2% 758 1.4% 234 0.4% 764 1.4% 34,059 60.6% Web Students 17,172 10,363 18.4% 4,113 7.3% 478 0.9% 1,213 2.1% 1,490 2.7% “Live” Regional Students 5,251 2,049 3.6%

  14. Regional Campuses = Blended Learning

  15. Alignment with Regional Campuses 2010-11 F2F = 31% SCH

  16. UCF Blended Programs = Choice and Access

  17. Course Evaluation Ratings N = 672,185

  18. Student Success Rates by Modality Blended (n=39,021) Fully Online (n=109,421) F2F (n=618,899) Percent Fall 09 Spring 09 Summer 09 Spring 10 Summer 10

  19. Withdrawal Rates by Modality F2F (n=551,065) Fully Online (n=109,495) Blended (n=39,769) Percent Summer 09 Fall 09 Spring 10 Summer 10 Spring 09

  20. Student Satisfaction in Fully Online and Blended Courses Fully online (N = 1,526) Blended (N = 485) 44% 41% Percent 39% 38% 11% 9% 9% 5% 3% 1% Neutral Very Unsatisfied Very Satisfied Satisfied Unsatisfied

  21. Faculty Willingness to Teach Web/Blended Courses in the Future Definitely Probably Probably not Definitely not Positive 81% 69% 13% 16% Neutral or negative 10% 2% 6% 4% Online n=71 Blended N=53 Modality

  22. The NGLC Project Expanding Blended Learning Through Tools and Campus Programs A UCF/AASCU Project

  23. Project Overview • Scale the proven UCF Blended Learning model via the national AASCU network of more than 420 institutions and systems • Starting with 20 targeted schools selected for their alignment with NGLC objectives (under 26, low income)

  24. Scale UCF Model of Blended Learning • Across 20 AASCU institutions and 11 states

  25. Partners

  26. Project Administration Team • Principal Investigators • Tom Cavanagh, UCF • George Mehaffy, AASCU • John Hammang, AASCU • UCF: • Linda Futch • Patsy Moskal • Chuck Dziuban • Elizabeth Wardle • Debbie Weaver • Tammy Muhs • Kelvin Thompson

  27. Project Overview • An open educational resource (OER) Blended Learning Toolkit containing: • Best practices, strategies, models, and course design principles. • Two OER prototype courses in Composition and Algebra. • Directions for applying the toolkit to create original blended courses. • Train-the-trainer materials. • Assessment and data collection protocols, including survey instruments and standards.

  28. Project Overview (key measures) • 217 funded blended course sections across twenty project institutions: target delivery of at least 85% of those sections (185). • Targeted low-income students under age 26 (with the total population across the participating institutions being 187,500).

  29. NGLC Assessment Expectations • Outcome 1: Build a blended learning infrastructure across the network of participating AASCU member institutions. • 1-a. Identify participating institutions, communicate requirements, and gather necessary data on courses, demographics, and assessment capabilities. • 1-b. Develop the Blended Learning Toolkit materials and resources (including strategies, blended models, resources, and assessment protocols). • 1-c. Package prototype courses in Composition and Algebra. • 1-d. Conduct Train-the-Trainer sessions.

  30. NGLC Assessment Expectations • Outcome 2:Increased access to education via blended learning (20 AASCU member institutions; 185-217 funded individual courses) for low-income students under 26 years old. This is the most critical outcome because it correlates directly to NGLC’s stated priorities. • 2-a. Disseminate toolkit materials and prototype courses to state coordinating institutions and individual participating institutions. • 2-b. Implement courses across the AASCU network. • 2-c. Assess project success.

  31. NGLC Assessment Expectations • Outcome 3:Increased student success and increased student retention. • This is a supplemental measure external to the grant requirements but very much consistent with NGLC’s long-term goals. In order to support eventual increases in student success and student retention, we intend to build longitudinal data collection into the project design. This data will be collected during the grant period for later analysis and reporting.

  32. Original Delivery Plan by Discipline

  33. Management Structure

  34. Composition • Coordinators: Elizabeth Wardle & Debbie Weaver • English Composition I: Expository writing with emphasis on effective communication/critical thinking. Emphasizes the writing process. • “Flexible Template” model • Prix Fixe or A la carte • 6-week online course for participating faculty to understand the blended format applied to the WAW curriculum. • Monthly webinars starting in Fall.

  35. Algebra • Coordinator: Tammy Muhs • College Algebra: Algebra skills: Inequalities, high degree polynomials, graphs, rational, logarithmic, and exponential functions, and systems of equations. • “Flexible Template” will allow for individualized customization. • One or more webinar sessions for participating faculty to understand the blended format applied to the modified emporium model of the Algebra curriculum. • Monthly webinars starting in Fall.

  36. Assessment • Coordinator: Patsy Moskal • IRB consultation • Assessment / Data Collection • Centralized online form • Student perception • Student success • Course retention/withdrawal

  37. Project Team Website • Central communications hub • Schedule • Contacts • Proposal documents • Meeting recordings archives • Discussions • Events

  38. Intellectual Property • Creative Commons • Attribution-NonCommercial-ShareAlikelicense (CC BY-NC-SA) • NOTE: Project materials produced by UCF/AASCU with NGLC funding will be “open.” However, the courses produced at each individual campus will be bound by their own institutional IP policies.

  39. Blended Learning Toolkit Now available: www.blendedlearningtoolkit.org

  40. BlendKit2011 • Designed and facilitated by Kelvin Thompson • Generic instruction on blended course design and delivery • 5 week Quasi-MOOC (facilitated for grant) • Began 7/11/11 • “Home Base”: http://bit.ly/blendkit2011 • Also accessible via the Blended Learning Toolkit under Faculty Development

  41. = NGLC Institution = Non-NGLCInstitution

More Related