Blended Learning in Practice: A Guide for Practitioners and Researchers

10 Pages·2019·0.914 MB·English

by  Amanda G. Madden (Editor, Contributor), Lauren Margulieux (Editor, Contributor), Robert S. Kadel (Editor, Contributor),

Blended Learning in Practice
A Guide for Practitioners and
Researchers
Edited by Amanda G. Madden, Lauren Margulieux, Robert S. Kadel,
and Ashok K. Goel
Foreword by Richard A. DeMillo
[email protected]
need complete contact
[email protected]
The MIT Press
Cambridge, Massachusetts
London, England
© 2019 Massachusetts Institute of Technology
All rights reserved. No part of this book may be reproduced in any form by any
electronic or mechanical means (including photocopying, recording, or
information storage and retrieval) without permission in writing from the
publisher.
This book was set in ScalaSans and Scala by Toppan Best-set Premedia Limited.
Printed and bound in the United States of America.
Library of Congress Cataloging-in-Publication Data
Names: Madden, Amanda G., editor. | Margulieux, Lauren editor. | Kadel,
Robert S., editor. | Goel, Ashok K., 1953- editor.
Title: Blended learning in practice : a guide for practitioners and researchers /
edited by Amanda G. Madden, Lauren Margulieux, Robert S. Kadel, and Ashok K.
Goel ; foreword by Richard A. DeMillo.
Description: Cambridge, MA : The MIT Press, [2019] | Includes bibliographical
references and index.
Identifiers: LCCN 2018024093 | ISBN 9780262039475 (hardcover : alk. paper)
eISBN 9780262351539
Subjects: LCSH: Blended learning--United States. | Computer-assisted
instruction--United States. | Flipped classrooms--United States. | Curriculum
planning--Education--United States. | Blended learning--United States--Case
studies. | Computer-assisted instruction--United States--Case studies. | Flipped
classrooms--United States--Case studies. | Curriculum planning--Education--
United States--Case studies.
Classification: LCC LB1028.5 .B5695 2019 | DDC 371.3--dc23
LC record available at https://lccn.loc.gov/2018024093
ePub Version 1.0
Amanda Madden: To my husband, Chris, whose skill in writing
and teaching never fails to inspire, and for his support and
encouragement
Lauren Margulieux: For my husband, Justin, who supports me in
everything I do
Robert Kadel: For my wife, Stephanie, and sons, Samuel and
Liam, who supported our relocation to Atlanta so that I could join
a new and wonderful academic family at Georgia Tech
Ashok Goel: For my sons, Gautam and Kunal
Table of Contents
Title page
Copyright page
Epigraph
Preface
Acknowledgments
Foreword
1: Introduction
I New Issues and Approaches
2: Three Models for Blending Classes in a Multisection Course
3: Preliminary Evidence for the Benefits of Online Education
and Blended Learning in a Large Artificial Intelligence Class
4: Building Purposeful Online Learning: Outcomes from
Blending CS1301
5: An Innovative, Blended, Project-Based Health Informatics
Course
II Conducting Research in Blended Courses
6: Research Methods in Blended Learning
7: Student Attitudes about Teamwork in Face-to-Face and
Blended Technical Communication Classes
8: Analyzing Quantitative and Qualitative Data for Blended
Learning
9: Blended Dynamics—Does Size Matter?
III Course Design Case Studies: Solving Common Teaching Issues
10: Blending a First-Year Composition Course Using Assassin’s
Creed II
11: Blended Learning in a Midlevel, Required Course with
Students from Two Majors
12: The Problem-Solving Studio: An Approach for Structuring
Face-to-Face Learning Activities in the Flipped Classroom
13: Global Issues and Leadership: Georgia Tech as a Laboratory
for the Future of Education
14: Conclusion
Contributors
Bibliography
Index
List of tables
Chapter 2
Table 2.1 Exam Statistics Performed on Section Test Averages
Chapter 3
Table 3.1 Student responses to questions comparing the online
KBAI class to othe…
Table 3.2 Average grades on each assessment for the online and
residential secti…
Table 3.3 Student demographics in the online and residential
(graduate) sections…
Table 3.4 Average grades on each assignment in the online and
residential sectio…
Table 3.5 Student demographics in the online and residential
sections of the KBA…
Table 3.6 Average grades on each assignment for the residential
and online secti…
Table 3.7 Student demographics in the online and residential
sections of the KBA…
Chapter 4
Table 4.1 Results of the demographic survey
Table 4.2 Pretest and posttest averages for students in the
traditional and onli…
Table 4.3 Results only for students with prior experience in
computer science
Table 4.4 Results only for students without prior experience in
computer science
Table 4.5 Student responses to Likert-scale questions on course
pace, rigor, and…
Table 4.6 Student responses to Likert-scale questions on
whether each of the lis…
Table 4.7 Student responses to Likert-scale questions regarding
the quality and …
Chapter 6
Table 6.1 Understanding research questions
Table 6.2 Levels of measurement
Table 6.3 Example of a Likert scale
Table 6.4 Pre- and posttest designs
Table 6.5 Example of a hypothesis to be tested
Chapter 7
Table 7.1 Student responses to question about
attitudes/behaviors toward communi…
Chapter 8
Table 8.1 Heuristic guidelines for effect size of correlations.
Table 8.2 Course grade * gender crosstabulation
Table 8.3 Heuristic guidelines for effect size of Cohen’s d.
Table 8.4 Heuristic guidelines for effect size of Cohen’s f.
Table 8.5 Summary of statistical analyses and their appropriate
use.
Chapter 9
Table 9.1 Lecture recording and assignment information for
each semester
Table 9.2 Student demographic information by semester taken
Table 9.3 Prior academic performance for two student groups
Table 9.4 Comparison of presemester and postsemester
Dynamics Concept Inventory …
Table 9.5 Summary of results for the Course-Instructor-
Opinion-Survey. Mean scor…
Chapter 10
Table 10.1
Chapter 12
Table 12.1
Chapter 13
Table 13.1 Enrollment figures including Sciences Po for 2013–
2017
Yalcin, M. A., 18
York, D., 2
Young, M. F., 255
Yu, A., 183
Yuan, L., 46, 52
Zacharias, N.D., 3
Zappe, S. E., 214
Zha, S., 18
Zhang, P., 163
Zone of Proximal Development (ZPD), 163
452