A Blended Training Solution With Candle Mentoring Can Increase Efficiency and Cut CostsSummary:
What is the basic concept/principle of Blended or Hybrid Courses?Blended courses are courses which combine with scheduled classroom time (face-to-face with the instructor) and Internet time. The time on the interest is not just research time, but time on the net for course assignments and further individualized student/user-centered interaction/attention with the instructor. Blended Courses are not cheap to design and develop, but do involve careful planning and preparation to be successful. One example of a planning a Distance Learning (DL) Course is to have the student assess his/her own ability to take a Blended Course with the DL Self Assessment Survey at Distance Learning Self Assessment Survey. This enables the student to face his/her own fear of taking courses online or taking courses on line; the Blended Course may be a way for the student to introduce himself/herself to Distance Learning. Another way is to help alleviate the student's fear of failure in taking online courses is to provide the student with Study Tips in taking Blended Courses at Study Tips For Taking Blended Courses. The author's school is extremely apprehensive about putting courses on line because of the fear of loosing control of students' thougths even though the lecture method. Perhaps Blended Courses will be assets to those students at the school what do not want to sit through lectures, but obviously need certification through a hands-on practicum.
Many instructors, such as the author, are being assisted in designing and developing Blended Courses without the instructor being overwhelmed with creating 100% online programs; many companies and colleges are providing time, practice and guidelines in creating partially -online courses, such as at What Might Blended Course Steps Consist of?
Description of Blended Courses:
Blended courses are compromises between 100% classroom and 100% on-line courses. The complaint about 100% classroom courses is that many students prefer studying on their own and find the one-way classroom "lecture system" boring non-interaction with the instructor and often a repetition of what is in the textbooks. On the other hand, the 100% on-line courses may also be lecture/readings followed by on-line assignments often with no feedback from the instructor. Since many colleges face an increase lack of space for classroom training and an increasing fear of losing control of on-line students not interfacing with college instructors, the colleges are looking for a compromise of blending courses of classroom and on-line training. The average age of the student may be lower than that of the "traditional" adult learner; therefore, new marketing approaches may be required to attract these younger students.Some Typical Student Reactions to the three types of courses:
100% Classroom Classes: Interaction/non-interaction with instructor. Rehash of what is in the text. Lecture method/testing. Limited schedule of time and place for instruction. High cost of instruction plus loss of productivity associated with training expenses and system customization. 100% Internet Classes (Distance Learning (DL)): Interaction with instructor vs. no feedback from the Instructor. Text or non-text supported material and On-line Testing. Independent study vs. interaction with instructor. (Often no limited schedule of time and place for 24/7 Instruction, such as with using a library of live and recorded lectures, CD training and mentoring.) Blending courses: Lecture materials provided on-line. (By turning to the Web first, students and employees spend less time in the classroom, but get more out of it. Courses may be customized to the school or company.) Limited classroom time used for interface discussions with the instructor, hands-on practice, reinforcement, just-in-time training/testing. Catching up in computer developments by many non -profit, State, and Federal agencies. Supplementing classroom courses with web-enhanced information and testing. Alternative Blended Combinations of Courses include: a. Introductory courses with more advanced courses in the classroom. b. Live seminars over the web for the initial meeting, doing pre-course work on the web and having classroom sessions for critical skills and follow-up, mentoring, and discussions also on the web. c. Fundamental information on the web before lab and technical hands-on courses in the classroom. d. On-line courses with labs, reference books, guides, on-line-pretests, self- paced virtual classes, mentoring, and certification exams. Some of the Delivery Mechanism in Blended Learning being considered are: 1. Traditional classroom training 2. Virtual class rooms 3. On-line coaching and mentoring 4. Computer based Training, such as with CD-ROMS 5. Web based training 6. Study guides and work books 7. On-line labs 8. Practice tests 9. On-line resources 10. On-line Communities.Positive and Negative Implications of Blended Courses:
A. Positive Issues: 1. Cost savings by using less classroom space/time with flexible scheduling. 2. More classroom time for discussion, rather than regular lecture. 3. Just-In-Time Interactions/Testing guaranteed with instructor. 4. Accessible college campus environment/services. 5. Upgrade staff performance more quickly in so called time-to-market and time-to- knowledge. 6. Customizing assignments to meet individual needs. 7. Student self pacing with on-line assignments. 8. Student engaging in learning rather than passively sitting in class. 9. The number of up-to-date resources available to students via the Web is numerous. B. Negative Issues: 1. On-line lecture readings may not be digested before in-class discussions. (Also possible with 100% classroom courses). 2. Valuable subject matter reinforcement time/testing time take away contact time with instructor. (Also possible with 100% classroom instruction) (One solution is possible use of on-line testing with student identification software packages). 3. Limited access to college campus environment/services does not guarantee student absorbing college "spirit de corps." (Also possible with 100% classroom instruction) (College campus safety at night continues to be a problem.) 4. The weakest points of web course are real time face-to-face interactions and laboratory simulations. Face-to-face interactions with fellow employees and students from different parts of the company/college are critical in sharing notes and expertise. 5. Changes in class meeting times may confuse students and staff. 6. Instructors and students must become adept in using software. 7. Instructors must monitor student participation as in the classroom. 8. Teaching a blended course takes more development time and effort, especially during the first year. C. Future Research: Investigation of the barriers to starting, continuing, and completing DL training.Resources/References plus DL URLs:
References with URLs: Current topic has mostly web site references. Blended Courses at Harper College. Retrieved October 6, 2003, from Blended Courses at Harper College. Blended Courses. Technology Enhanced Instruction. Retrieved October 6, 2003, from Blended Courses. Blended Courses. Retrieved October 6, 2003, from Regents Meeting about Hybrid Courses. BCC: Distance Learning. Retrieved October 6, 2003 from Hybrid (or Blended) courses. IBM Blended Learning Courses Available - Training and Education. Retrieved October 6, 2003, from IBM Blended Learning Courses. Learning Safari Newsletter - Set up Blended Learning Courses. Retrieved October 7, 2003, from Learning Safari Newsletter - Set up Blended Learning Courses. Blended Learning. Retrieved October 7, 2003, from Blended Learning. A Blended Training Solution With Candle Mentoring Can Increase Efficiency and Cut Costs. Retrieved October 7, 2003, from A Blended Training Solution with Candle Mentoring Can Increase Efficiency and Cut Costs. Syracuse University has several articles on Blended Learning Solutions. Retrieved October 7, 2003, from Blended Learning Solutions. Online courses are the range in corporate training. Retrieved on October 7, from Online courses the rage in corporate training. Why computers have not saved the classroom. Retrieved October 7, 2003, from Why computers have not saved the classroom. ----------------------------------------------------------------------------------------------------------------------------------------------------------------- Distance Learning Self Assessment Survey One university offers a brief series of questions that may help decide whether on-line learning matches the student's personality type, learning preference and surrounding environment. Students rate themselves on the following statements: 1. I have or am willing to obtain access to a computer and an Internet connection at home. 2. I feel that high quality learning can take place without having face-to-face interaction. 3. The part of education I enjoy the most is the discovery of new information and ideas. 4. I can dedicate 4-6 hours a week (anytime during the day or night) to participate in the learning process. 5. I am not a self-motivated or self disciplined person. 6. Prioritizing tasks - and then accomplishing them before their deadlines - is one of my strong points. I am not a procrastinator. 7. I am comfortable communicating my ideas in writing. 8. I feel comfortable reading/viewing material from various sources (textbooks, articles, Websites), and integrating it on my own. 9. Listening to discussions is helpful to me. I believe in the value of introducing critical thinking in the learning process. 10. I am comfortable working independently and do not feel the need for constant attention and direction from the instructor. 11. I think increased learning will take place through sharing work, life, and educational experiences as part of the learning process. 12. I am comfortable with sending email, browsing websites, and using new technologies. Distance Learning Self Assessment Survey, cont 13. I have a high need to take a distance learning course now - to learn a degree or certificate, for a promotion, or a new job. 14. My lifestyle (family, work, or personal schedule) makes it difficult for me to attend courses during the day. 15. I find it difficult to ask an instructor for help when I have trouble understanding a topic and need clarification. BCC: Distance Learning ---------------------------------------------------------------------------------------------------------------------------------------------------------------- Study Tips For Taking Blended Courses The following list of tips was created by former students who found these tips to be especially helpful: -Buy all required course materials. Infoormation provided on the Web does not take the place of textbook or other materials. -Read each assignment as well as the infoormation on the course Web site. Don't substitute one for the other as they both have important information. -Check course Web site at least three timmes a week for announcements, course information, new discussion postings and assignment specifications. -Complete assignments on time and send thhem at least 4 hours before the actual time due in case Internet connection problems occur. -Set up a study Schedule and stick with iit to help avoid falling behind in the class. -Study in an environment where you will nnot be interrupted by noise. -Contact the instructor by email well in advance of due dates and wait up to 48 hours for a response. -Contact Technical Support by email or teelephone whenever there are computer hardware or software problems. Blended Courses at Harper College ---------------------------------------------------------------------------------------------------------------------------------------------------------------- What Might Blended Course Steps Consist of? For a 12 week course, the learner has a minimum of 18 hours of independent study to cover the 6 stages, 8 hours of face-to-face contact with the tutor and 4 hours contact the tutor and other learners by phone or e-mail. For the tutor, 8 hours class teaching plus a final 2-hour meeting. During the weeks, 22 hours may be used to answer queries via phone or e-mail, send group emails, or track progress. Blended meeting in the beginning might be used to motivate learners and to create a learning community. Role of the Organization? Provide training and support for tutors. Provide clear, detailed information for potential learners and beginning Computer Skills. Provide space for face-to-face meetings and PC AC for the tutor. What is the role of the tutor? The tutor needs to know the Steps in detail, have an understanding of issues relating to distance learning as well as class learning, provide guidance to enable learners completing the course. This may involve technical support and advice. The Tutor: -Makes sure learners know what is expected of them and that they have the necessary contact details. -Agrees with response time for emails and times when the tutor is available by phone. -Prepares activities to practice the skills learnt, especially in face-to-face meetings. -Evaluates and records the learner's progress. BCC: Distance Learning ------------------------------------------------------------------------------------------------------------------------------------------------------------------Blended Courses: Assessment Plan To ensure students are equal to or surpass the abilities of "traditional" students. A. Knowledge and Skills: -Minimum GPA. -Two Letters of recommendation. -Essay on reasons for wanting to enter a Blended Program. B. Program Assessment: -The rate of retention will surpass the overall retention rates of "traditional" programs. -Students in the Blended Program will perform at least as well as students in "traditional" programs as measured by GPA and by faculty assessment of student knowledge. -Students will achieve higher rating by field supervisors in preparation and readiness for teaching as compared to "traditional" teacher programs. -Students will demonstrate a level at least equal to that of "traditional" students in securing full time positions. -Assessment of faculty satisfaction with the quality of their preparation and teaching experiences will be positive and demonstrate faculty perception that the Blended Program has benefits over "traditional" programs for both students and faculty. -Students in the Blended program will surpass students in "traditional" programs against the state standards for teaching profession.