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Blended Learning and the Generations

Blended Learning and the Generations. Chuck Dziuban Joel Hartman Patsy Moskal. University of Central Florida. Matures (prior to 1946) Dedicated to a job they take on Respectful of authority Place duty before pleasure Baby boomers (1946-1964) Live to work Generally optimistic

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Blended Learning and the Generations

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  1. Blended Learning andthe Generations Chuck Dziuban Joel Hartman Patsy Moskal University of Central Florida

  2. Matures (prior to 1946) Dedicated to a job they take on Respectful of authority Place duty before pleasure Baby boomers (1946-1964) Live to work Generally optimistic Influence on policy & products Some characteristics ofthe generations • Generation X (1965-1980) • Work to live • Clear & consistent expectations • Value contributing to the whole • Millennials (1981-1994) • Live in the moment • Expect immediacy of technology • Earn money for immediate consumption

  3. Boomers Gen - Xers Millennials • TV • Mainframes • PLATO • Telephones • Party lines • LPs • Video games • PCs • Commands • E-mail • Mailing lists • Cassettes • The Web • Mobile devices • KWM interface • IM, blogs • Virtual communities • CDs, MP3s Technology is anything inventedafter you were born* * Alan Kay

  4. Millennials and Technology • Millennials are the first generation to grow up in a digital world: • The PC; Window-based OS • The Internet; World Wide Web • The CD • Millennials have access to technology that is personal, portable, powerful, multifunction, multimedia, and affordable • Millennials’ attitudes and behaviors have been shaped by technology to an extent far greater than previous generations

  5. Millennials: today’s learners • Diverse • Mobile • Always connected • Experiential • Multitasking • Community-oriented • Digitally literate

  6. 25000 Television 20000 15000 Cell Video E-mails Phone Games 10000 Reading 5000 0 Media literacy By age 21, today’s college studentswill have spent: • 10,000 hours playing video games • Sent/received 200,000 E-mails • 20,000 hours watching TV • 10,000 hours on a cell phone • Under 5,000 hours reading – Prensky, 2003

  7. Games are a way of life • 69% have played games since elementary school • 77% have played games by high school • 100% have experienced games by college • 60% of college students are regular players • Games are part of Millennials’ multitasking environment, and are integrated into daily life(and studying) --Jones, 2003

  8. College Internet use • 79% – Internet has a positive impact on academic experience • 73% – Use the Internet more than the library for research • 72% – Check E-mail every day • 60% – Internet has improved relationships with classmates (56% – professors) • 46% – Can express ideas they would not have expressed in class – Jones, 2002

  9. Internet: a social technology • Millennials use the Internet primarily as a social technology • They use the Internet to maintain multiple lines of communication • IM for quick communication • E-mail or phone for longer communication • Home computer is a repository of important information; other devices (laptop, PDA) transport the material --Lextant, 2003

  10. Rising expectations • The rising expectations of technology-literate students are difficult to meet • Service expectations • Amazon.com and Google are their models • They expect self-service,immediacy, and the abilityto customize • Engaging learning experiences • Satisfaction levels decreasingwith each successive generation

  11. Goal oriented Positive attitudes Collaborative style Multitasking Technologically savvy Learn by tinkering Millennials: the up side ―Raines, 2002

  12. Weak critical thinking skills Naïve beliefs regarding intellectual property and the authenticity of information found on the Internet Question everything High expectation levels / low satisfaction levels Technology preferences have no institutional context (IM, wikis, blogs, social networking sites) Millennials: the down side – Prensky, 2003

  13. UCF’s top down and bottom up approach

  14. The generations inblended courses (N=18,732)

  15. Students very satisfied with blended learning by generation (N=491)

  16. Changed approach to learningby generation (N=491)

  17. Web definitely madeinteraction easier (N=491)

  18. Students’ positive perceptions about blended learning • Convenience • Reduced logistic demands • Increased learning flexibility • Technology-enhanced learning Reduced Opportunity Costs for Education

  19. Students’ less positive perceptions about blended learning • Reduced face-to-face time • Technology problems • Reduced instructor assistance • Increased workload Increased Opportunity Costs for Education

  20. College Level Academic Skills Tests (CLAST) English scores N= 16,293

  21. College Level Academic Skills Tests (CLAST) Math scores N= 15,812

  22. Upper undergraduatesuccess rate n=447 n=2,172 n=4,330

  23. Upper undergraduatewithdrawal rate n=2,250 n=4,530 n=465

  24. What is blended learning? • Working definition from the Sloan-C Blended Learning Workshop: “A course or program that combines online learning and face-to-face instruction in a manner that reduces the number of face-to-face classroom meetings.”

  25. What to call it? • Blended? Hybrid? Mixed-mode? • What you call it is not important • Ensuring everyone on your campus knows what your chosen term means is • To the more experienced institutions, blending represents the optimization of pedagogical approaches, rather than a time division between online and F2F

  26. What does it mean to institutions? • Improve teaching and learning (e.g., implement learner-centered pedagogies) • Move from an ad-hoc “bottom up” approach to an institutional initiative • Increase flexibility and convenience for students • Increase efficiency of classroom utilization (e.g., manage growth, reduce costs)

  27. What does it mean to faculty? • A safe way to explore online learning • More work, but likely worth it in terms of improved student engagement and achievement • A way to meet student expectations • Possibly the best of both worlds

  28. What does it mean to students? • Blended learning is inwardly directed and can potentially impact all of the institution’s students • For Millennials, blended learning represents an attractive alternative to F2F instruction • Blended learning is a good match for Millennials’ visual, exploratory, social learning preferences • Millennials expect everything to be online • Older generations may not perceive blended learning the same way as Millennials

  29. Institutional Impacts • Organizational structures • Student academic support services • Policies • Scalability of business processes and infrastructure • Faculty development • Assessment • Classroom multimedia and network access • Funding

  30. Critical success factors • Clear sense of institutional purpose and expected outcomes • Pro-active policy formation • Faculty engagement and development • Learner support • Coordinated involvement of campus service providers • Online support services • Assessment for continuous improvement • Modified institutional processes (e.g., classroom scheduling)

  31. Contacts Dr. Chuck Dziuban (407) 823-5478 dziuban@mail.ucf.edu Dr. Joel L. Hartman (407) 823-6778 joel@mail.ucf.edu Dr. Patsy Moskal (407) 823-0283 pdmoskal@mail.ucf.edu http://pegasus.cc.ucf.edu/~rite

  32. DISCUSSION

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