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Blended Learning Research Opportunities and Challenges

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Blended Learning Research Opportunities and Challenges

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    1. Blended Learning Research Opportunities and Challenges Charles D. Dziuban Patsy D. Moskal University of Central Florida

    3. UCF terminology for courses utilizing web instruction “Web” Courses: delivered entirely over the Web, with no regular class meetings “Mixed-mode” Courses: some face-to-face instruction is replaced with web instruction so that on-campus time is reduced “Enhanced” Courses: delivered entirely in face-to-face mode, but with web enhancements

    4. Distributed Learning Impact Evaluation

    5. Student Results

    6. Success rates by modality Spring 01 through Spring 03

    7. A segment model for success

    8. Student satisfaction in fully online and mixed-mode courses

    9. Students’ positive perceptions about blended learning

    10. Students’ less positive perceptions about blended learning

    11. Some characteristics of the generations 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

    12. Students who were very satisfied by generation

    13. Better able to integrate technology into their learning

    14. Because of the web I changed my approach to learning

    15. College Level Academic Skills Test (CLAST) English scores

    16. Faculty Results

    17. Time to develop course as compared with a comparable face-to-face section

    18. Quality of interaction in Web classes compared to comparable F2F sections

    19. Faculty willingness to teach Web courses in the future

    20. Student Behavior Types

    21. Research on reactive behavior patterns Theory of William A. Long, University of Mississippi Ambivalence brings out behavior patterns Provides a lens for how “types” react to different teaching styles

    22. Resources Personality Emotional maturity Sophistication level Level of intellect Educational level Character development

    23. A description of Long behavior types Aggressive Independent high energy action-oriented not concerned with approval speaks out freely gets into confrontational situations Passive Independent low energy not concerned with approval prefers to work alone resists pressure from authority Aggressive Dependent high energy action-oriented concerned with approval rarely expresses negative feelings performs at or above ability Passive Dependent low energy concerned with approval highly sensitive to the feelings of others very compliant

    24. A description of Long behavior traits Phobic exaggerated fears of things often feels anxious often sees the negative side doesn’t take risks Compulsive highly organized neat, methodical worker perfectionist strongly motivated to finish tasks Impulsive explosive quick-tempered acts without thinking frank short attention span Hysteric dramatic and emotional more social than academic artistic or creative tends to overreact

    25. Distribution of Long Types and Traits for Mixed-Mode Students

    26. Distribution of Long Types and Traits for Composition I Students

    27. Student Ratings

    29. A comparison of excellent ratings by college unadjusted and adjusted for instructors satisfying Rule 1

    30. A comparison of excellent ratings by course modality--unadjusted and adjusted for instructors satisfying Rule 1

    31. Research Initiative for Teaching Effectiveness For more information contact: Dr. Chuck Dziuban (407) 823-5478 dziuban@mail.ucf.edu Dr. Patsy Moskal (407) 823-0283 pdmoskal@mail.ucf.edu http://rite.ucf.edu

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