Browsing by Subject "Blended learning"

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    An evaluation of blended instruction in terms of knowledge acquisition and attitude in an introductory Mathematics course
    (2014-01) Czaplewski, John
    A medium-sized accredited public university located in southeastern Minnesota has been offering an introductory undergraduate mathematics course with a consistent curriculum in two instructional formats: face-to-face and blended. Previously the course was offered only through a face-to-face instructional format while currently, it is only offered in a blended instructional format. This case study explored the influence that the method of instruction had on student achievement on common assessments, how a blended instruction course design impacted the attitude of students, and the amount of knowledge acquired in a blended instruction environment.A blended course is one taught by combining teacher-centered face-to-face instructional elements with online learning components and online course management tools. In more general terms, blended instruction is a term used to describe instruction or training events or activities where online learning, in its various forms, is combined with more traditional forms of instruction such as "classroom" learning. The terms hybrid and mixed mode are references to the same type of instruction and therefore used synonymously. An instrument developed by Martha Tapia and George Marsh measured changes in attitude toward mathematics related to a blended instructional course design. While one area of interest was the level of procedural knowledge acquired in a blended instructional environment versus that of a face-to-face setting, an additional interest was student comprehension beyond procedural knowledge. This study noted applications of the common knowledge students used to demonstrate their comprehension and sense-making ability. In order to evaluate the additional level of understanding, this study asked questions of students enrolled in a blended instructional environment via a series of interviews as well as observing classroom activities designed to allow for further exploration of content and demonstration of knowledge beyond that allowed for in a face-to-face setting. Results from this study indicated a statistically significant difference in comparing final course grades and final examination grades of the students enrolled in the blended instruction designed course versus the face-to-face lecture courses while the instructor was held constant. Students were less anxious working on assigned problems and assessments as they familiarized themselves with the design and instructional strategies. In addition, students were more engaged in discussions as the semester progressed, and students experienced the benefits of communicating with group members. The results also indicate that students enrolled in a blended instruction course perceive that the classroom environment promotes interactions, and they are involved in classroom discussions and activities.
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    How the role of socialization affects blended learning methodologies for faculty working with teams in a healthcare setting.
    (2010-07) Kenny, Kevin J.
    When looking at healthcare education settings, one barrier to understanding the nature of socialization and its effect on teaching methodology design is the advent of blended learning formats used within education departments. The author utilized qualitative research using grounded theory with deductive, verification and inductive processes to help determine how the role of socialization influence these methodologies. The intent of this study was to learn how socialization considerations affect blended learning methodologies and formats for faculty working with teams in a healthcare setting. The research included analysis of case studies derived from interviews of a medical school educator, graduate school faculty member, clinical laboratory educator and professional developer working at Mayo Clinic and the University of Minnesota. Interviewees were key members in each of their respective areas and had varying levels of background using blended learning formats for groups/teams in their courses. The primary question posed to the interviewees was: how does the role of socialization affect blended learning methodologies for faculty working with teams in a healthcare setting? The author utilized NVivo software to code transcripts and to help with analyzing interviews and other data. Additionally, triangulation of the raw data was used with other researchers experienced in qualitative research. Results of the study are continually forthcoming but themes emerged centered around methodologies fostering three attributes of socialization for groups in healthcare classes: development of mutual respect in the blended format, developing a common ground for students, and understanding a student's purpose or vested interest in the group and class. Additionally, the study suggested the need for faculty awareness when designing blended learning formats to include methodology that bridges learning content with service aspects which are important in developing healthcare workers. Experienced faculty members/physicians/professional developers feel that with the large of amount of content available online, a sense of entitlement may occur with students who do not feel a need to build the socialization aspect of learning. This may shape long-term development of healthcare workers relative to patient care and overall quality. Implications of the study suggest the need for faculty development and organizational support that focuses on helping experienced healthcare teachers understand the socialization aspects of effective blended learning course design. Faculty working with groups in blended learning need to build confidence and skill levels when deciding the right balance of social interaction and technology use for the particular outcomes they are looking for in their courses.