1. BLENDED LEARNING:
A DISRUPTIVE INNOVATION BEYOND
HYBRID COURSES
Steve Sorden
Mohave Community College
LATTE Technology Expo
December 15, 2011

2. Today’s Topics
Talk about blended learning models
Throw out some of my crazy ideas
Faculty share blended learning experiences/plans
Informal Open Discussion

3. My Philosophy (Solely mine)
• Ground and DE Programs Need Each Other
• Job of DE is to protect MCC from outside
online schools by offering quality instruction.
• Job of ground campuses is to offer dynamic,
innovative instruction and services in ways
that can’t be matched online.
• Together we provide a complete, quality
educational package to MCC communities.

4. Learning Theories
• Social Cognitive Theory (Bandura)
people learn by watching what others do
• Social Constructivism (Vygotsky)
groups construct knowledge for one another, collaboratively creating a small culture
of shared artifacts with shared meanings
• Andragogy (Knowles) ―Adult Learning
Theory‖
The role of the educator is minimized. The central idea in the context of adult learning
is that it is only after convincing him- or herself of the rationale of learning, will an
adult decide to learn.

5. Connectivism/Networked Learning
• Theory by George Siemens
• Composed primarily of three concepts:
– chaos theory
– importance of networks
– the interplay of complexity and self-organization
• We can no longer personally experience everything. There is
too much. We create networks to learn more than we can as
individuals.
• A learning theory which is based on the premise that
knowledge exists in the world rather than simply in the head of
an individual.
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6. Self-Regulated Learning
• Zimmerman (2000, 2001) Socially-Shared
Regulation of
• Winne & Hadwin (1998) Learning
• Pintrich (2000)
Coregulated
• Cognitive Constructs Learning
– Motivation
– Goal Setting
– Reflection Self-Regulated
Learning
– Self-Explaining Behaivors
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7. Cognitive Theory
of Multimedia Learning
• Theory developed by UCSB psychologist Richard E. Mayer
• Theory is based on three main assumptions:
– There are two separate channels (auditory and visual) for
processing information
– there is limited channel capacity
– learning is an active process of filtering, selecting, organizing,
and integrating information
• The theory includes a series of principles that provide guidelines on
how to design online lessons using multimedia.
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8. Blended vs. Hybrid
What’s the difference?
Is there a difference?

9. Hybrid Courses at MCC
A hybrid course meets at least 50% of the time
in the classroom. The other part of the course
is held online.
MCC Distance Education FAQs
http://www.mohave.edu/pages/212.asp

10. Policies & Procedures Section 2 –
Instruction and Academic Support
Policy 2.040.10.02.02.03 on Hybrid Courses states:
Hybrid courses integrate online and in-class instruction in a
complementary manner to combine the best features of both.
Classroom time is reduced but not eliminated. Class meeting
times are to be listed in the schedule. Hybrid courses require
student access to a computer and the same hardware, software
and Internet connectivity requirements as online courses.

11. Definition of Blended Learning
Blended Learning is an
approach to course design
that brings together the
best of both face-to-face
and online strategies.
This combination aims to
build from each approach
to create an innovative and
effective learning
experience for students.

12. Why Blended Learning?
• Several studies report increased student satisfaction with the
blended model over either face-to-face or online approaches.
(Clusky, Hodges, & Smith, 2006)
• A new approach—not combination of online and f2f.
Online learning grew rapidly because of student preferences, but
blended learning is a pedagogically-oriented innovation that will be
driven by students AND faculty. (Albrecht, 2006)

13. The Metamorphosis of Blended Learning
What if the focus of Blended Learning changed from ―brick
and mortar vs. online‖ to using the most appropriate
methods for maximizing learning?
– Learner self-reflection
– Collaboration with peers
If we consider this, the focus changes from learning
space to learning design

14. So my question is…
• If it looks like there are real potential benefits to
blending f2f (brick & mortar) and online.
• But if we use Collaborate or a similar program to
deliver the f2f, can a completely online course be
considered blended if it applies the methodology
and theories?
• Something to think about while we look at the next
few slides.

15. Where is learning headed?

16. Personalized Learning
The Snowflake Effect
(Eric Duval and Wayne Hodgins)
―Massive Hyper-Personalization‖
Personalized Learning as a
―Disruptive Innovation‖
Christensen, Johnson & Horn (2008)
16

17. 21st Century Learners Will Expect
(Very Soon)
Interactivity Social Media The Cloud
Digital media Learning Learning
should do outside of this materials and
something world will not status must be
when it is be relevant. available
touched or anywhere
clicked on. (24/7) on any
device.
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18. In the very near future…
21st Century Learners will
increasingly demand that their
experience is:
• Learning-Centered
• Personalized
• Interactive, Social & in “The Cloud”
• Mobile: Anytime, Anywhere
• What They Want (Buyers Market)
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19. Education is Now a Buyer’s Market
It doesn’t matter whether you agree with what
students want from their educational experience.
If you don’t provide it,
they will go somewhere else.
ICT in education will make this very easy.
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20. Pew Foundation
Three Models of Blended Learning
• The Program in Course Redesign, funded
by the Pew foundation, identified three
types of blended learning:
– The Supplemental Model
– The Replacement Model
– The Emporium Model
http://www.thencat.org/PCR/Proj_Model.htm

21. The Supplemental Model
The supplemental model
retains the basic structure of
the traditional course and
a) supplements lectures and
textbooks with technology-
based, out-of-class
activities, or
b) b) also changes what
goes on in the class by
creating an active learning
environment within a large
lecture hall setting.

22. The Replacement Model
The replacement model reduces the number of in-class
meetings, or classroom "seat-time," and:
• replaces some in-class time with out-of-class, online,
interactive learning activities
• makes significant changes in remaining in-class meetings.
Consequently, the nature of the in-class activities is changed as
well. Instead of traditional lectures, in-class time is freed for
more interactive, collaborative learning experiences.

23. The Emporium Model
The emporium model eliminates all class meetings and
replaces them with a learning resource center featuring online
materials and on-demand personalized assistance, using
• an open attendance model
• Or a required attendance model depending on
student motivation and experience levels.
The emporium model is a radical reconceptualization of the traditional
course. Though attendance at the learning center can be required, there are
no longer lectures in a traditional sense. Course content is delivered via
online materials, and in-person help is provided in the learning resource
center.
http://weblearning.psu.edu/blended-learning-initiative/the-emporium-model
http://math.gcsu.edu/~chiorescu/collegealgebra.html

24. 6 Types of Blended Learning
According to a report by the Innosight
Institute, there are six major types of
blended learning:
• Face to Face Driver • Online Lab
• Rotation • Self-Blend
• Flex • Online Driver
Staker, H. (2011) The rise of k12 blended
learning. Chapel Hill, NC: Innosight
Institute. http://www.innosightinstitute.org/innosight/wp-
content/uploads/2011/05/The-Rise-of-K-12-Blended-
Learning.pdf

25. ―Face to Face Driver‖ Blended Model
• The "face-to-face driver" model, in which a
teacher in a traditional classroom instructional
setting employs online learning for
remediation or supplemental instruction;

26. ―Rotation‖ Blended Model
• The "rotation: model, in which students move
back and forth between online and classroom
instruction.

27. ―Flex‖ Blended Model
"Flex," a model in which the
curriculum is delivered primarily
through an online platform, with
teachers providing onsite support;

28. ―Online Lab‖ Blended Model
The "online lab" approach, wherein an online
course is delivered in a physical classroom or
computer lab;

29. ―Self-Blend‖ Blended Model
"Self-blend," a model in
which students choose on
their own which courses
they take online to
supplement their schools'
offerings.

30. ―Online Driver‖ Blended Model
The "online driver" model, where the
courses are primarily online and physical
facilities are used only for extracurricular
activities, required check-ins, or similar
functions.

31. Review: At Least Two Classification
Systems for Blended Learning
• Emporium • Face to Face
Driver
• Rotation
• Flex
• Online Lab
• Self-Blend
• Online Driver

32. Recommended Uses for F2F Meetings
• Intro/technology overview
• Collaborative small-group work
• Advanced discussions
• Project presentations
• Guest speakers
• Q&A sessions
• Demonstrations
• Lab work

33. Blended Learning Tools

34. Integration of Activities
When asked, 'What would I do differently?' Blended Learning
instructors were united in their response:
'I'd devote more attention to integrating what was going on in the classroom
with the online work.'
One instructor responded emphatically, 'Integrate online with face-to-face, so
there aren't two separate courses.' We found it impossible to stress
integrating face-to-face and online learning too much.―
(Aycock, Garnham, & Kaleta, 2002)

35. Interaction
Research indicates that student satisfaction with the blended
format is highly dependent on the level of interaction with
instructors and other students.
Instructors can address interaction issues by providing time
during the face to face sessions for discussion, in addition to
using available inline discussion tools such as ANGEL
discussion forums.

36. CLSS Instrument in Studies
So & Brush (2008) Sorden (2011)
Collaborative .586 Social
Learning Presence
.750 .541
Satisfaction
Latino
Demographic
P < .01 Variables

37. Dissertation Findings
Significant,
Significant, high
moderate positive
positive correlation
correlation
between student
between student
satisfaction and
satisfaction and
perceived
perceived social
collaboration.
presence
No significant
Significant,
correlation
moderate positive
between any of the
correlation
demographic
between perceived
variables & three
collaboration and
constructs with
perceived social
exception of SP &
presence.
Latinos

38. What Do Real Blended Models Look Like?

39. The Inverted Classroom
(Flipped Classroom in K-12)
(Lage, Platt & Treglia, 2000)
ICT are used to deliver online readings, recorded lectures,
narrated PowerPoint presentations, podcasts, and
instructional videos so that learners have time for self-
regulated exploration and discovery, and then time to reflect
on it.
F2F is spent in activities that encourage interaction and
collaboration, rather than passively sitting in the back row
during a lecture.
http://youtu.be/brUZTton67s http://youtu.be/7_ejZ5OMIDE

40. Community of Inquiry Framework
The Community of
Inquiry Framework
(Garrison, Anderson & Archer, 2000;
Garrison & Vaughan, 2008)
Reflection and Collaboration

41. Blending w/ Purpose: Multimodal Model
(Picciano, 2009)

42. Social Cognitive Framework
for Blended Learning
The Social Cognitive
Framework for
Blended Learning
• Social Cognitive Theory
• Self-Regulated Learning
• Cognitive Science
• Networked Learning Theory
• Social Influence Model
(Rogoff, 1998)

43. Adding mLearning into the Mix

44. Mobile Learning (mLearning)
• Handheld Computers
& Smartphones
• Increasing Presence in
Higher Ed
• Still Very Early
• Ambient Technology
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45. Mobile Trend Towards
Ambient Technology
Surrounding us with
technology rather than
interacting through
small screens and tiny
keyboards.
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46. Speech Recognition and Synthesis
From this…
To this!
46

47. Augmented Reality
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48. Augmented Reality – Google Goggles
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49. The Future is Upon Us!
Layar is an augmented reality software
developed by a company in Holland.
Listen to their vision of the future.
http://youtu.be/HW9gU_4AUCA

50. Recommendations for Making the Most of
a Blended Course
• At a minimum, allow six months lead time for course development;
• Master the technology necessary to administer the course. Set aside time to learn
the requisite tools.
• Hold an initial face-to-face kick-off meeting. (General orientation to the format of
the course, a review of technology requirements, and an opportunity for the
students to socialize and get to know their peers and their instructor.)
• Make students aware of what a blended course entails.
• Provide information on time management skills. Penn State online tutorial:
http://istudy.psu.edu/FirstYearModules/Time/TimeManagementLesson.htm
• Be sure that the face-to-face class meetings are integrated into the course, and
hold value to the educational experience that connects with the online
coursework. Students may become frustrated if they feel that the face-to-face
sessions are simply thrown into the course, with no thought given to the role that
the classroom time plays within the course.
Larry Ragan – Best Practices in Blended Learning: http://cnx.org/content/m15048/latest

51. Final Recommendation
Attend Our Moderator Training
This Afternoon!

52. Faculty Discussion
Tony Noble
Kurt Spilker
Then Open Discussion
Ideas? Questions?

53. BLENDED LEARNING:
IT’S MORE THAN JUST HYBRID
Steve Sorden
Mohave Community College
LATTE Technology Expo
December 15, 2011