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International Blended Learning: United States and Lebanon

Explore the integration of online and face-to-face learning models in education programs between the United States and Lebanon, delving into instructional strategies, pedagogical considerations, and assessment techniques.

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International Blended Learning: United States and Lebanon

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  1. International Blended Learning: United States and Lebanon Judy Gerardi Blended Learning US and Lebanon

  2. Empire State College’s Center for International Programs: • Athens • Thessaloniki • Prague • Lebanon Blended Learning US and Lebanon

  3. Two instructional models • Direct instruction Classes at partner institution Athens, Thessaloniki, Prague • Blended learning Online and F2F Lebanon Blended Learning US and Lebanon

  4. Blended Learning • Sloan-C definition of blended learning * • 1. Courses that integrate online with traditional f2f class activities in a planned, pedagogically valuable manner; and • 2. Where a portion (institutionally defined) of f2f time is replaced by online activity * Picciano & Dziuban, 2006 Blended Learning US and Lebanon

  5. Lebanese Residency Program Blend: Background • Considerations in design and delivery of program to students in Lebanon • Academic quality at a distance • Home faculty • Direct contact: residency • Ongoing contact: online Blended Learning US and Lebanon

  6. Lebanese Residency Program Blend: Design and Delivery • F2F: residencies at start and end of term • Online: webcourse • Proctored examinations in Lebanon Blended Learning US and Lebanon

  7. Pedagogical Considerations • Integrate f2f and online • Course goals drive blend • Temporal placement of f2f • Strengths of each format Blended Learning US and Lebanon

  8. College Teaching Strategies • Blended learning facilitates successful teaching strategies: • Active learning • Cooperative/collaborative learning • Questioning as teaching technique • Inquiry • Group discussion Blended Learning US and Lebanon

  9. Research Instrument • Survey designed • Survey distributed to Lebanese Residency Program faculty • Content analysis of faculty responses Blended Learning US and Lebanon

  10. Content Analysis: What does F2F add to the online component? • Behavioral cues; personal dimension • Lecture/overview. Definitions, key concepts • Model techniques: inquiry, analysis, specific learning activities • Familiar learning environment: makes the course “real” Blended Learning US and Lebanon

  11. Course Management • F2F • Course requirements reviewed • Flexibility: use student feedback to adjust course • Online • Pre-managed up front • Better control of course • Scheduling, convenience, access Blended Learning US and Lebanon

  12. Instructor Time and Effort • F2F • Explain and correct misunderstandings to whole group at once • Pressure to use limited time most effectively • Online • Can research student questions, provide better responses • Much time and effort in planning • Writing slower than talking Blended Learning US and Lebanon

  13. Assessment of Student Learning • F2F • Additional information about mastery of those students less engaged online • Online • More objective • Don’t know if it’s the student’s own work • All assessments based on writing skills Blended Learning US and Lebanon

  14. Pedagogy • F2f • Cover challenging topics • Motivation, establish interest • Adjust teaching to student cues • Online • Analysis, synthesis, feedback • Discussion more like lecture • Discussion more easily student led Blended Learning US and Lebanon

  15. Most Important F2F Contributions • Organizational 2 • Social 5 • Pedagogical 4 • Tallies. Respondents indicated which of the three aspects of f2f was most important to them. Blended Learning US and Lebanon

  16. Comments • Research encapsulates comparative strengths of f2f and online for all blended learning • Promising findings for adding f2f to webcourses • Provides direction for further research Blended Learning US and Lebanon

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