FACULTY & STUDENT PERSPECTIVES

When thinking about blended a course, it is important to review what others have found when they taught or participated in a blended course.  Below are perspectives from faculty and students on what they were most interested about related to blended learning.

FACULTY
PERSPECTIVES

Why are instructors interested in blended learning and what are there perspectives about it?  Three major elements of interest to instructors are:

  1. impact on learning – the ability to engage students in deeper, more active learning activities;
  2. impact on workload – both in the time is takes to design a blended course and in the ability of blended learning to allow them to focus on different kinds of teaching than lecturing alone; and
  3. recognition that faculty efforts are valued – knowing that the institution acknowledges and rewards instructors for engaging teaching approaches.

Many faculty members adopt blended learning because they believe it will improve learning effectiveness, while some also believe that it will add convenience and improve their efficiency. It is important to note, however, that these outcomes will only come with thoughtful design.  Simply adding blended activities without ensuring meaningful connections to the classroom and without providing useful feedback and assessment may not lead to significant outcomes.

A major factor to examine in any effort is whether someone would repeat the efforts they have done once the task is completed.  The University of Central Florida reported that 88% of the faculty who taught blended courses were satisfied with the course and would teach it in a blended format again in the future (Dzuiban, Hartman, and Moskal, 2004).  This data, however, comes from an institute with a solid support ecosystem for blended learning.  The UW–Madison’s Educational Innovation initiative is working to build such an ecosystem for our campus, and this toolkit is a part of that.

STUDENT
PERSPECTIVES

In planning a blended course, instructors should be aware of how students perceive such an approach. Knowing the issues students feel are important will help during the design phase. Below are some general comments found in the literature about students’ attitudes toward blended learning. Consider gathering similar feedback from students upon completion of your blended course, as well.

General student comments
“I thought it worked well, I was much more prepared for in-class discussion/participation; learned on my own while also in-class extended my knowledge on the information.”
“It was a positive experience that I felt increased my knowledge of the area more than a traditional approach.”
(Kenney and Newcombe, 2011)

Other Benefits

  • Blending helped to promote interest in the course material, with 59% of the students perceiving an increased interest in the content and 75% indicating that the approach helped them to go more in-depth on the topics.
  • Sixty-four percent (64%) of the students felt more engaged in the course material with the blended format.
  • Students reported that the major skills that they learned as a result of using the blended learning format were better time management and organization, more responsibility and self-discipline for learning, and increased proficiency in the use of technology for learning. Student comment: “I think [blended learning] teaches responsibility and that we are not always going to be spoon-fed the material (Kenney and Newcombe, 2011.”