In Blended Courses, What Should Students Do Online?
A 2009 meta-analysis of Department of Education data found that blended courses, mixing online learning and classroom instruction, resulted in better student performance than either delivery format independently.
For university instructors interested in exploring blended learning, deciding which course elements to teach face-to-face and which to address through online technology can be a major stumbling block.
Learn a framework for making those essential educational judgment calls from Tim Wilson, Ph.D., assistant professor at The University of Western Ontario, and Ike Shibley, Ph.D., associate professor of chemistry at Penn State Berks.
This fast and focused professional development session will help you make the most of the opportunities presented by blended learning. Drawing from Bloom’s Taxonomy of Learning, they recommend:
- Using online technology for the lowest-level learning, before class
- Emphasizing student engagement during face-to-face teaching, building on the facts and focusing on mid-level learning skills (application and analysis)
- Pursuing your highest-level learning objectives through online activities, after class.
After following their step-by-step approach, you’ll be able to:
- Determine which of your lower-level cognitive tasks should be completed before class
- Describe activities suitable for drawing students into mid-level learning during face-to-face instruction
- Identify after-class online activities exercising the highest levels of cognitive function
Be confident that your selection of which materials to present online and which to present in the classroom will provide the best learning experience for your students. Purchase this 20 Minute Mentor program today.
Make this program available for ongoing training
Order the Campus Access License and load the CD content onto your institution’s internal web site for unlimited, convenient, on-demand access for all members of your campus community.
Product Code: PM12DA