Best Practices for Technology/Multimedia In-class
Blended Learning (BL)
- Blended learning (BL) the combination of instruction from two historically separate models of teaching and learning: traditional face-to-face learning systems and distributed learning systems (Graham 2005).
- BL has been found to exceed classroom instruction in terms of achievement outcomes (Bernard et al 2014).
- Success of blended learning experiences can be attributed to the interactive capabilities of Internet communication technology (Garrison & Cleveland-Innes 2003).
- Blended learning environments enable individual and collaborative learning environments (Garrison and Kanuka 2004).
- Literature on BL attributes some of success to the combination of both synchronous verbal (in the classroom) and asynchronous written communication (on-line). But this must happen in the context of a cohesive learning community where the instructor manages the environment and focuses and facilitates learning experiences (what is referred to as teaching presence) (Garrison and Kanuka 2004).
- Meta analysis of BL research shows that using interaction (student-student, student-teacher, student-content) enhances educational advantage of BL as compared to traditional classrooms. (Bernard et al 2014).
- Meta analysis also shows that because in the online portion of BL classrooms, students are often working outside the direct influence of the instructor, assignments should help with “goal setting, strategic planning, self-observation” and encourage “self-efficacy, stimulate interest” (Bernard et al 2014).
Types of multimedia to augment traditional classroom instruction - multimedia enables an instructor to vary the mode of instruction to meet the needs of different learning styles:
- Blogs/wikis
- Social/Collaborative platforms
- Video and podcasts
- Slide presentations
- Use slides to SUPPORT your presentation. The slides should not have the text of your verbal presentation because then students will read it and not listen. To this end, things to include on your slides:
- Major points
- Important terms
- Illustrate point with images, graphs, etc
- Sans serif fonts are better than serif fonts
- Font size: at least 28 for body and 38 for headings
Resources on slide presentations: https://wp0.vanderbilt.edu/cft/guides-sub-pages/presentations/
References
- Bernard, R. M., Borokhovski, E., Schmid, R. F., Tamim, R. M., & Abrami, P. C. (2014). A meta-analysis of blended learning and technology use in higher education: From the general to the applied. Journal of Computing in Higher Education, 26(1), 87-122.
- Garrison, D. R., & Cleveland-Innes, M. (2003, September). Critical factors in student satisfaction and success: Facilitating student role adjustment in online communities of inquiry. In Invited paper presented to the Sloan Consortium Asynchronous Learning Network Invitational Workshop, Boston, MA.
- Garrison, D. R., & Kanuka, H. (2004). Blended learning: Uncovering its transformative potential in higher education. The internet and higher education, 7(2), 95-105.
- Graham, C. R. (2005). Blended learning systems. In C. J. Bonk, & C. R. Graham (Eds.), The handbook of blended learning: Global perspectives, local designs. Chichester: Wiley (originally Pfeiffer).
