{"id":2396,"date":"2019-03-25T07:00:14","date_gmt":"2019-03-25T14:00:14","guid":{"rendered":"http:\/\/blogs.oregonstate.edu\/inspire\/?p=2396"},"modified":"2019-03-26T09:52:57","modified_gmt":"2019-03-26T16:52:57","slug":"what-osu-faculty-say-about-blended-learning","status":"publish","type":"post","link":"https:\/\/dev.blogs.oregonstate.edu\/inspire\/2019\/03\/25\/what-osu-faculty-say-about-blended-learning\/","title":{"rendered":"What OSU Faculty Say about Blended Learning"},"content":{"rendered":"

\"OSUOregon State University now has over 500 hybrid (“blended”) courses including the Ecampus hybrid degree and certificate programs offered through the new Portland Center<\/a>.<\/p>\n

What do OSU faculty say about blended learning? Since 2012, participants in the Hybrid Faculty Learning Community have been blogging about their approaches to blended course design and teaching. The resulting 200+ posts in the Hybrid Faculty Blog<\/a> are a rich compendium of reflections on hybrid teaching and learning.<\/p>\n

As they design hybrid courses, faculty from across OSU describe how they come to terms with a course format that has great potential to successfully engage today\u2019s students, but that can be challenging to do well, especially the first time. Instructors celebrate the possibilities of a course mode that combines \u201cthe best of both worlds\u201d of online and face-to-face teaching and learning. Here are selections from their writing about integration of online and face-to-face learning, flipped teaching and student-to-student interaction.<\/p>\n

Integration of Online and Face-to-Face Learning Activities<\/h2>\n

Our face-to-face meetings will be used to integrate all that they have been learning online and will use open-ended questions to engage students in discussions intended to broaden and deepen their thinking about the module\u2019s content.<\/em> \u2013 Ted Paterson, Business<\/p>\n

The key method we are using to link the online material and the classroom time is the weekly case study.\u00a0 Each case study will be tied to the learning objectives for that week, which in turn are mapped to course-level learning objectives…. This case study approach will both illustrate and reinforce the course concepts while also giving the students an opportunity to explore additional concepts.<\/em> \u2013 Sue Carozza, Public Health<\/p>\n

Flipped Teaching and Learning<\/h2>\n

Moving to a flipped approach provides an opportunity to really consider what types of learning materials and strategies deeply engage students in knowledge generation, while taking advantage of the expanding capabilities of electronic media. \u2013 John Bolte, Biological and Ecological Engineering (BEE)<\/p>\n

\"Students<\/em>Online and classroom experiences will be linked in a variety of ways. Specifically, the online activities will help students prepare for class by completing readings, video lectures, and quizzes prior to class meetings. Class time can then be used to focus on difficult concepts and to expand on current issues in nutrition. \u2013 Jennifer Jackson, Nutrition<\/p>\n

The goal for the online content is that students arrive in class with a similar level of knowledge after reviewing and being quizzed on background materials. In-class content will then emphasize materials that are likely new to all students, emphasizing engineering design, example calculations, and content…. In this model, the online content will provide the theoretical foundation for diving deeper with in-class content on design. \u2013 Desiree Tullos, BEE<\/p>\n

Student-to-Student Interaction<\/h2>\n

Integrating real-time discussion in class has been very fruitful in my hybrid course. I use a Just-In-Time approach where the students are asked a question prior to class, where they participate by posting in a discussion board and replying to each other. The discussion board closes a few minutes after the start of class. If there are points to discuss, I open a new discussion board and the students interact online for four minutes or so. I find that they have gotten to know each other very well in a short time by integrating their online presence with in-class discussions. In general, they are more open to verbally discussing material than previous classes I have taught. \u2013 Kathy Hadley, Astronomy<\/p>\n

\"Students<\/em>One of the great things that online courses provide is the opportunity to have more transparency throughout a project compared to a non-hybrid class, because the digital material is available all the time and the entire class can have access. In a typical non-hybrid course … the students rarely see the daily or weekly progress and process of how other teams are working. Allowing teams to see one another\u2019s process, progress and being allowed to contribute to other team\u2019s process and progress may create a richer and more transparent experience for students. My hope is that innovative online team experiences will expand students\u2019 collaborative toolkit, [and] help them gain confidence in peer learning. \u2013 Andrea Marks, Design<\/p>\n

Understanding and fostering students learning from one another is a method of also avoiding the \u201csage on the stage\u201d problem…. In our field it is important for each future public health professional to internalize that they will need to learn from the communities they will be working in. I believe one way to foster that is to make certain that students are learning from their peers and that we are continually learning from them as well. \u2013 Karen Volmar, Public Health<\/p>\n

Want to find out more about hybrid teaching and learning? Check out the resources on the OSU Hybrid Learning<\/a> webpage and review the effective hybrid teaching practices<\/a> that OSU hybrid faculty have identified. Thinking of designing a hybrid course? Talk to an Ecampus instructional designer and learn how to use a blended learning mix map<\/a>.<\/p>\n","protected":false},"excerpt":{"rendered":"

Oregon State University now has over 500 hybrid (“blended”) courses including the Ecampus hybrid degree and certificate programs offered through the new Portland Center. What do OSU faculty say about blended learning? Since 2012, participants in the Hybrid Faculty Learning Community have been blogging about their approaches to blended course design and teaching. The resulting… Continue reading →<\/span><\/a><\/p>\n","protected":false},"author":3089,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[156127],"tags":[50433,1839,50432,155],"class_list":["post-2396","post","type-post","status-publish","format-standard","hentry","category-resources-tools-trends","tag-blended","tag-ecampus","tag-hybrid","tag-oregon-state-university"],"post_mailing_queue_ids":[],"_links":{"self":[{"href":"https:\/\/dev.blogs.oregonstate.edu\/inspire\/wp-json\/wp\/v2\/posts\/2396","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/dev.blogs.oregonstate.edu\/inspire\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/dev.blogs.oregonstate.edu\/inspire\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/dev.blogs.oregonstate.edu\/inspire\/wp-json\/wp\/v2\/users\/3089"}],"replies":[{"embeddable":true,"href":"https:\/\/dev.blogs.oregonstate.edu\/inspire\/wp-json\/wp\/v2\/comments?post=2396"}],"version-history":[{"count":19,"href":"https:\/\/dev.blogs.oregonstate.edu\/inspire\/wp-json\/wp\/v2\/posts\/2396\/revisions"}],"predecessor-version":[{"id":2440,"href":"https:\/\/dev.blogs.oregonstate.edu\/inspire\/wp-json\/wp\/v2\/posts\/2396\/revisions\/2440"}],"wp:attachment":[{"href":"https:\/\/dev.blogs.oregonstate.edu\/inspire\/wp-json\/wp\/v2\/media?parent=2396"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/dev.blogs.oregonstate.edu\/inspire\/wp-json\/wp\/v2\/categories?post=2396"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/dev.blogs.oregonstate.edu\/inspire\/wp-json\/wp\/v2\/tags?post=2396"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}