Blended Learning in Higher Education E-Book

D. Randy Garrison

• Herausgeber: John Wiley & Sons
• Kategorie: Bildung
• Sprache: Englisch

Seitenzahl: 291

Veröffentlichungsjahr: 2011

Beschreibung

This groundbreaking book offers a down-to-earth resource for thepractical application of blended learning in higher education aswell as a comprehensive examination of the topic. Well-grounded inresearch, Blended Learning in Higher Education clearlydemonstrates how the blended learning approach embraces thetraditional values of face-to-face teaching and integrates the bestpractices of online learning. This approach has proven to bothenhance and expand the effectiveness and efficiency of teaching andlearning in higher education across disciplines. In this much-needed book, authors D. Randy Garrison and NormanD. Vaughan present the foundational research, theoreticalframework, scenarios, principles, and practical guidelines for theredesign and transformation of the higher education curriculum. Blended Learning in Higher Education * Outlines seven blended learning redesign principles * Explains the professional development issues essential to theimplementation of blended learning designs * Presents six illustrative scenarios of blended learningdesign * Contains practical guidelines to blended learning redesign * Describes techniques and tools for engaging students

Leseprobe

Contents

Cover

Title Page

Copyright

Series

Preface

Overview of Contents

Acknowledgments

The Authors

Part One: Community of Inquiry Framework

Chapter 1: Introduction

Interest in Blended Learning

Blended Learning Described

Change

The Framework

Conclusion

Chapter 2: Community of Inquiry and Blended Learning

Conceptual Foundation

Community of Inquiry

Real and Virtual Communities

Conclusion

Chapter 3: Designing Blended Learning to Create a Community of Inquiry

Principles

Assessment

Conclusion

Chapter 4: Community of Inquiry for Faculty Development

Blended Faculty Community of Inquiry

Campuswide Initiatives

Conclusion

Part Two: Blended Learning in Practice

Chapter 5: Scenarios

Small Class Courses

Large Enrollment Courses

Project-Based Courses

Conclusion

Chapter 6: Guidelines

New Approaches

Applying the Principles

Assessment

Conclusion

Chapter 7: Strategies and Tools

Planning and Design

Facilitation Strategies

Direct Instruction and Assessment

Conclusion

Chapter 8: The Future

The Era of Engagement

Tipping Point

Final Thoughts

Appendix 1: Organizational Change

Changing Leadership Approaches

Leadership Characteristics

Leadership and Instructional Approaches

Institutional Change Scenario

Conclusion

Appendix 2: Project Proposal Form

Course Development and Enhancement Project

Part 1: Project Detail

Appendix 3: Redesign Guide for Blended Learning

Appendix 4: Blended Faculty Community of Inquiry Planning Document

Program Goal

Program Outcomes

Tentative Blended Faculty Community of Inquiry Schedule

Appendix 5: Student Survey Questionnaire

Appendix 6: Faculty Interview Questions

Appendix 7: Student Survey Results

Appendix 8: Faculty Interview Comments

Appendix 9: Template for Preparing a Blended Learning Course Outline

Appendix 10: Sample Blended Learning Course Outline

Introduction to Computers in Education (EDUC 3325.001)

Appendix 11: Sample Assessment Rubric for an e-Portfolio Assignment

References

Index

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Library of Congress Cataloging-in-Publication Data

Garrison, D. R. (D. Randy), 1945- Blended learning in higher education : framework, principles, and guidelines / D. Randy Garrison, Norman D. Vaughan. – 1st ed. p. cm. Includes bibliographical references and index. ISBN 978-0-7879-8770-1 (cloth) 1. Education, Higher–Computer-assisted instruction. 2. Blended learning. 3. Internet in higher education. I. Vaughan, Norman D., 1960- II. Title. LB2395.7.G365 2008 371.3–dc22 2007028790

The Jossey-Bass Higher and Adult Education Series

Preface

Higher education institutions must address changing expectations associated with the quality of the learning experience and the wave of technological innovations. Participants in the higher education enterprise are questioning traditional approaches and whether they are achieving the high levels of learning promised. Deep and meaningful learning experiences are best supported by actively engaged learners (Kuh and Associates, 2005). Those who have grown up with interactive technology are not always comfortable with the information transmission approach of large lectures. Students expect a relevant and engaging learning experience.

It is beyond time that higher education institutions recognize the untenable position of holding onto past practices that are incongruent with the needs and demands of a knowledge society. Higher education leaders have the challenge to position their institutions for the twenty-first century. They must provide students with an opportunity to engage their professors and peers in critical and creative reflection and discourse—the conventional ideals of higher education. The past is the future if we examine the ideals of higher education and recognize the need to critically examine current practices in higher education and the potential of communications technology to support intense, varied, and continuous engagement in the learning process. There is the opportunity to revisit and regain the ideals of higher education with the adoption of approaches that value dialogue and debate. The premise of this book is that the greatest possibility of recapturing the ideals of higher education is through redesigning blended learning.

Administration, faculty, and students in higher education know there has to be change in how we design educational experiences. Most recognize that the convergence of the classroom and communications technology has the potential to transform higher education for the better. However, blended learning is more than enhancing lectures. It represents the transformation of how we approach teaching and learning. It is a complete rethinking and redesign of the educational environment and learning experience. Blended learning is a coherent design approach that openly assesses and integrates the strengths of face-to-face and online learning to address worthwhile educational goals. When blended learning is well understood and implemented, higher education will be transformed in a way not seen since the expansion of higher education in the late 1940s. The challenge now is to gain a deep understanding of the need, potential, and strategies of blended learning to approach the ideals of higher education.

The purpose here is to explore the concept of blended learning in a comprehensive yet coherent manner. To borrow from the European ODL Liaison Committee (2004), the challenge is to “create order in the confused ‘panacea concept’ of ‘blended learning’ by distinguishing between innovative and merely substitutive use of ICT [information and communication technology].” Several key points are recognized in this statement. The first is the need for order. The second point is the recognition of the complexity of a deceivingly simple concept. And third, blended learning is fundamentally different and is not simply an add-on to the dominant approach. These particular challenges shape the content of this book.

This book provides an organizing framework to guide the exploration and understanding of the principles and practices needed to effect the much needed transformational change in higher education. Moreover, the book provides practical examples and organizational support structures required to fuse a range of face-to-face and online learning to meet the quality challenges and serve disciplinary goals effectively and efficiently. The primary audience for this book is faculty in higher education who are struggling to find the time and means to engage their students in meaningful learning activities. In addition, faculty who are trying to integrate the Internet and communications technology into their courses will find the book of considerable value. Certainly faculty developers and instructional designers will find here a coherent approach and specific techniques for designing blended learning courses. Finally, graduate students and administrators will find this book useful to gain an understanding and appreciation for the potential of blended learning designs.

Overview of Contents

Blended Learning in Higher Education provides a vision and a roadmap for higher education faculty to understand the possibilities of organically blending face-to-face and online learning for engaging and meaningful learning experiences. The first part provides the theoretical framework. The second part focuses on the practice of designing a blended learning experience.

Chapter explores the broader context that has spawned the interest in and development of blended learning in higher education. The chapter describes blended learning, along with changing expectations and challenges in higher education. It then discusses how blended learning can address these challenges through its potential to merge the best of face-to-face and online approaches.

Part One: Community of Inquiry Framework

Chapter introduces the community of inquiry framework as the ideal and heart of a higher education experience. The framework provides the roadmap for the integration of face-to-face and online learning activities. The chapter describes the conceptual foundation in terms of purposeful, open, and disciplined critical discourse and reflection. It also discusses the core elements of the framework—social, cognitive, and teaching presence.

Chapter outlines seven blended learning redesign principles. The chapter spans the three categories of teaching presence—design, facilitation, and direct instruction—and describes and identifies the principles of social and cognitive presence in each of these categories, as well as assessment.

Chapter uses the community of inquiry framework to explore professional development issues essential to the implementation of blended learning designs. It also describes faculty learning communities, organizational strategies for support, and blended approaches to professional development.

Part Two: Blended Learning in Practice

Chapter presents six scenarios of blended learning design organized under three ideal types. Each of the scenarios reflects successful blended learning designs associated with courses common in higher education. They cut across disciplines and are an amalgam of the best features and examples of course redesigns based upon the authors' experiences and those found in the literature. They serve as the touchstone for further discussions in designing blended approaches to learning in higher education.

Chapter explores more practical guidelines to blended learning redesign. It begins with a discussion of new approaches congruent with higher education goals. The discussion then moves into specific guidelines with regard to applying the previously identified principles.

Chapter describes specific techniques and tools to engage students in a collaborative and reflective blended learning experience. It gives detailed examples such as an online syllabus, a lesson plan for the first week, discussion forums, assessment rubrics, and other practical ideas and tips. These techniques and tools can be readily adapted to a range of disciplinary contexts.

Chapter describes the era of engagement and looks into the near future with a discussion of the evolutionary transformation of teaching and learning in higher education. Finally, the Appendixes provide a wide range of documents, practical tools, and resources.

Although chapters may be read in any order, the chapters do build on particular themes and concepts, and in many cases they follow a similar structure. For this reason, the most benefit from the book can be gained by reading the chapters in sequence.

Acknowledgments

We would like to recognize the blended learning resources that B. J. Eib, Patti Dyjur, Julie Weible, and Rosalie Pedersen have developed at the University of Calgary, which we have incorporated into this book. In addition, we would like to thank the University of Calgary professors who shared with us their experiences and insights in designing blended learning courses. We would be remiss not to acknowledge and thank David Brightman at Jossey-Bass for his insightful suggestions to improve the first draft of the manuscript. We would also like to acknowledge that Chapter grew out of a previously published article: Garrison, D. R. (2006). Online collaboration principles. Journal of Asynchronous Learning Networks, 10(1), 25–34.

The Authors

D. Randy Garrison is the director of the Teaching & Learning Centre and a full professor in the Faculty of Education at the University of Calgary. He served as dean, faculty of extension at the University of Alberta from 1996 to 2001. He has published extensively on teaching and learning in higher, distance, and adult education contexts. This is his sixth book, and he has published well in excess of 100 refereed articles. Randy Garrison has won several research awards.

Norman D. Vaughan is the coordinator for the inquiry and blended learning program in the Teaching & Learning Centre at the University of Calgary. In this position he coordinates course redesign projects and provides support for the faculty and graduate student teaching certificate programs. Norm is also a member of the editorial boards for the Journal on Excellence in College Teaching and the Canadian Journal of Learning and Technology. His teaching background includes graduate and undergraduate courses in educational technology, K–12 education in northern Canada, technical training in the petroleum industry, and English as a second language in Japan. In addition, he has been involved in several consulting projects with book publishers and higher education institutions to develop online courses and resources. Norm received his Ph.D. in Educational Technology from the University of Calgary. His current research focuses on blended learning and faculty development.

Part One

COMMUNITY OF INQUIRY FRAMEWORK

1

INTRODUCTION

In this chapter we document the growing interest in blended learning and describe the essence of this emerging approach to course design. We also make the case for a framework that has practical value in guiding blended learning design and describe the challenges in understanding and implementing this potentially significant change in higher education. We encourage educators in higher education to reexamine current practices and to actively engage students in their learning to achieve the higher-order learning outcomes that are so needed in higher education (Boyer Commission, 2001). New ways of thinking about course design are required to reconcile traditional values and practices with evolving expectations and technological possibilities.

Interest in Blended Learning

Curtis Bonk and his colleagues have documented the strong and growing interest in blended learning (Bonk & Graham, 2006). They concluded in a recent survey of higher education that respondents clearly expected a dramatic rise in their use of blended learning approaches in the coming years (Bonk, Kim & Zeng, 2006, p. 553). In another survey, Arabasz and Baker (2003) revealed that 80 percent of all higher education institutions offer blended learning courses.