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Applying Blended Learning – Pat Hammett

Applying Blended Learning – Pat Hammett. Courses: IOE/MFG 461 – Quality Engineering/Statistical Analysis Fall Term (Enrollment: ~100 On Campus; 60 Off Campus) MFG 599 – Design for Six Sigma (Product Development) Fall Term (Enrollment: ~100 On Campus; 60 Off Campus)

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Applying Blended Learning – Pat Hammett

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  1. Applying Blended Learning – Pat Hammett Courses: IOE/MFG 461 – Quality Engineering/Statistical Analysis Fall Term (Enrollment: ~100 On Campus; 60 Off Campus) MFG 599 – Design for Six Sigma (Product Development) Fall Term (Enrollment: ~100 On Campus; 60 Off Campus) Industry Short Course – Six Sigma Green Belt One Time Offering – 40 Industry Managers/Engineers 1

  2. 1. IOE 461: Quality Engineering • Began On/Off Campus Course Mix - 2003 • Early Challenges • High demand: shift in class sizes from 30  120+ • Course Content: need to provide significant practice (statistical tools) and support without face-face • Course Software: provide software training (Minitab) • Student Background Diversity: accommodate mix of Engr Undergrad students with Industry Grad Students • Significant Learning Style Differences due to size/diversity

  3. IOE/MFG 461 – Blended Learning Solutions • Use of a few Online Prerequisite Modules • WHY ONLINE?? • Not all students need/want this information • Make available prior to start of class • Weekly Tape Problem Solving Session (Software Use) • WHY ONLINE?? • Mix of students familiar with Minitab Software • Much more flexible than typical office hours (wider audience) • Instructor (vs. Teaching Assistant) Led • Effective for different learning styles • Estimate 50-70% students view these and find helpful

  4. 2. MFG 599 – Blended Learning Solutions • Numerous Prerequisite Modules (full course available) • WHY ONLINE?? • Flexible, Diverse Backgrounds (different universities) • Do not take up class time for those with pre-req knowledge • Discussion Posts as part of Grade (discussion course) • On Campus: 2 Posts (1-2 paragraphs); Off Campus: 4 • WHY ONLINE?? • allows off campus students to get involved • Bring in personal experiences about the class topics • allows students with language challenges to participate • allows more time for deeper, more thoughtful comments

  5. 3. Industry Short Course – Blended Learning Solutions • Client was concerned about a full online training program and their employees ability to keep up • Created a 5-Day Blended Course • Day 1 – Classroom • More effective to get organized, initial use of software • Day 2-4 (15 lectures w/ exercises) – Online • Allowed ~6 weeks to complete (most did in last 2 weeks) • Day 5 – Classroom • More difficult material involving deeper discussion • Provide opportunity for face-face questions for online material • Course received high marks (~ evaluations 4.8/5.0) • However, no follow-up course yet

  6. Self Assessment • University Courses: • Course Demand Remains High • Overall Scores Similar • Still, median Off Campus is usually 1-2% lower than On Campus • Per University Evaluations (Q1/Q2) – now similar for on and off campus (Fall 2010: ~4.7 – 4.8 for both) • Key gap closer: Instructor-answered off campus email • Main Off Campus Concern (Company Evaluations): • heavy workload/difficulty versus learning style

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