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Blended Learning: Recipe for Student Success?

U.S. College Enrollment: Percentage of Overall = Online

Virtually all enrollment growth is online growth

fall 2002 fall 2003 fall 2004 fall 2005 fall 2006 fall 2007 fall 2008 fall 20090

2000000

4000000

6000000

8000000

10000000

12000000

14000000

16000000

18000000

20000000

Online and F2F attrition rates

FY 2006 FY 2007 FY 2008 FY 2009 FY 20100.00

5.00

10.00

15.00

20.00

25.00

Lecture Attrition (%)Online Attrition (%)

Online vs. F2F GPA

FY 2006 FY 2007 FY 2008 FY 2009 FY 20100.00

0.50

1.00

1.50

2.00

2.50

3.00

Lecture Avg. GPAOnline Avg. GPA

This could go badly.

What motivates students who enroll in online courses?

Anytime/anywhere work

Ease of schedule

Improved control

Freedom from large classes

Flexibility

Convenience

Student Involvement in Online Learning, Dziuban, et al

The Successful Online Learner

Having a strong academic self-concept.

Exhibiting fluency in the use of online learning technologies.

Possessing interpersonal and communication skills.

Understanding and valuing interaction and collaborative learning.

Possessing an internal locus of control.

Exhibiting self-directed learning skills.

Exhibiting a need for affiliation.

Indicators of Success

six pre-entry variables were related to retention, including

cumulative grade point average,

class rank,

number of previous courses completed online,

searching the Internet training, operating systems and file management training, and Internet applications training.

Online enrollments are best suited for students who are…

High achievers

Experienced with the technology

Self-confident in their ability to learn on their own

In need of flexible learning – especially at a distance

Willing to put in the extra time and effort

Blended Learning for Students

Allows for greater flexibility in time and place by reducing seat time and fewer trips to campus

Offers a continuum of face to face vs. online interactions

Provides an opportunity for students to gain technology skills/efficacy

Provides a more structured learning environment for students who may lack self-discipline or organizational skills

Blended Happens

Being Intentional

Identify courses with high enrollment – low student success

Identify interactions best suited for online vs. face-to-face – find the right balance

Integrate opportunities for skill-building with technology

Adopt standards in areas of quality design and support

Tips on Hybrid Courses

1) take it easy

2) focus on design, not technology

3) use resources already available (open content, etc.)

4) don’t go it alone

5) manage your students’ expectations

6) anticipate problems

University of Wisconsin - Milwaukee

References & Resources:

Babson Survey Research Group, Class Differences: Online Education in the United States, 2010, The Sloan Consortium

Dabbagh, Nada, The Online Learner: Characteristics and Pedagogical Implications, Contemporary Issues in Technology and Teacher Education, 7 (3), 217-226

Howard, Samuel B, The Benefits of Face-to-Face Interaction in the Online Freshman Composition Course, MERLOT Journal of Online Learning and Teaching Vol. 5, No. 4 December 2009

Mendernach B., et al, Learner Attribute Research Juxtaposed with Online Instructor Experience: Predicors of Success in the Accelerated, Online Classroom, Journal of Educators Online, Vol 3, No. 2 July 2006

Dziuban, Charles, et. al. Student Involvement in Online Learning, Alfred P Sloan Foundation, October 2007

University of Wisconsin – Milwaukee, Hybrid Courses, http://www4.uwm.edu/ltc/hybrid/

Blended Learning at Simmons College http://at.simmons.edu/blendedlearning/

Blended Learning Initiative at University of Illinois at Chicago, http://exedweb.cc.uic.edu/blended/blendedlearninginitiative.html

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