Evaluating Blended Learning in a Large Introductory Psychology
Evaluating Blended Learning in a Large Introductory Psychology Course Mark A. Laumakis, Ph. D. San Diego State University Lecturer, Department of Psychology Faculty in Residence, Instructional Technology Services laumakis@sciences. sdsu. edu 1
What I Teach: Mega Courses • Two 500 -student sections of Psychology 101 (Introductory Psychology) – One fully face-to-face (traditional) – One in a blended learning format (45% online) 2
Setting the Stage • Spent Summer 2006 redesigning Psych 101 for a blended learning format – Blended learning integrates online and face-to-face activities in a planned, pedagogically valuable manner (Sloan-C Workshop on Blended Learning, 2005) • Utilized fundamental principles of instructional design • Employed scholarship of teaching approach 3
Face-to-Face Classes • Extensive use of CPS clickers – – – Concept. Check questions Attendance Demonstrations Anonymous polling Predicting outcomes Peer instruction (Mazur) • Extensive use of multimedia – Videos, demonstrations, and simulations from text and web 4
Clicker Concept. Check Question 5
Clicker Results Chart 6
Clicker Data: Spring 2008 Question % Agree or Strongly Agree Class clicker usage makes me more likely to attend class. 92% Class clicker usage helps me to feel more involved in class. 84% Class clicker usage makes it more likely for me to respond to a question from the professor. 92% I understand why my professor is using clickers in this course. 94% My professor asks clicker questions which are important to my learning. 92% 7
Online Sessions • Delivered via Wimba Live Classroom • Live sessions were archived for later viewing • Sessions included – Mini-lectures – Demonstrations – Polling questions – Feedback at the end of each session via polling questions 8
Wimba Classroom Interface 9
Polling Question in Wimba Classroom 10
Review of Key Tools Face-to-Face Classes Online Sessions • Power. Point • Wimba Live Classroom • CPS clickers • Tablet PC 11
Evaluating Blended Learning • Evaluation led by Marcie Bober, Ph. D. (Educational Technology) • Efforts supported by Academic Affairs, Instructional Technology Services, and College of Sciences • Initial evaluation is part of ongoing evaluation process – Course (re)design is an iterative process – Focus on continuous improvement 12
Evaluation Tools and Strategies • 1. 2. 3. 4. 5. 6. Multimethod approach included the following: Week 7 “How’s It Going? ” Online Survey In-class Observations IDEA Diagnostic Survey Student Focus Groups Departmental Course Evaluations Course Grades 13
Evaluation Findings: IDEA Diagnostic Survey 14
Evaluation Findings: IDEA Diagnostic Survey Fall 2006 Blended Fall 2006 Traditional Spring 2007 Blended Spring 2007 Traditional Progress on objectives 70 73 77 77 Excellent teacher 65 68 69 68 Excellent course 62 72 73 71 15 Note: Top 10% = 63 or more
Evaluation Findings: Departmental Course Evaluations 16
Evaluation Findings: Fall 2006 Course Grades 17
Evaluation Findings: Spring 2007 Course Grades 18
Evaluation Findings: Course Grades Fall/Spring Combined 19
Evaluation Findings: Fall 2007 Course Grades 20
Evaluation Findings: Spring 2008 Course Grades 21
Summary of Course Grade Data 22
The Learning Continuum Conventional Face-to-Face Classes Percentage and/or Quality of online learning activities 20% 40% 60% Entirely On-line Classes 80% 23
Blended Learning = “The Sweet Spot” Conventional Face-to-Face Classes Entirely On-line Classes “The Sweet Spot” 20% 40% 60% 80% 24
What’s the Latest? • Introduction of more blended learning courses at SDSU – Students now seek out the blended learning section • Continued evolution of online sessions – Less lecture – More demonstrations, simulations, and polling questions • Fully online Psych 101 course in Summer 2008 – Course enrollment of 66 students vs. average of 46 in previous 5 years (traditional face-to-face course) – D/F rate dropped from 14. 1% to 11. 0% 25
Lessons Learned • • Yes, you can do blended learning in a mega course! Course redesign takes time and effort Support is key Moving to blended learning format does NOT mean moving your face-to-face course online – You must change the way you teach • Provide rationale to students – Why you’re doing what you’re doing • Predict problems with technology 26
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