Blended Web Learning: Advantages, Disadvantages, Issues, and Considerations

1. Blended Web Learning: Advantages, Disadvantages, Issues, and Considerations Curt Bonk, Indiana University and ARI Senior Research Fellow Tatana Olson, Purdue University and Army Research Institute Bob Wisher, Army Research Institute Kara Orvis, George Mason University and Army Research Institute

3. e-Learning wants you,but . . . do you want e-Learning?

4. National Guard Honolulu Tamuning San Juan Providing access to e-learning to 350,000 soldiers in more than 3,360 communities Ft. Richardson Tacoma Helena Bismark St. Paul Augusta Madison Salem Colchester Latham Rapid City Cheyenne Lansing Concord Boise Reading Trenton Providence Indianapolis Johnston Hartford Lincoln Indiantown Gap GuardNet XXI Network Wilmington Springfield Columbus Draper Englewood DC Carson City Arlington Frankfort Charleston Sacramento Topeka Jefferson City Richmond Santa Fe Oklahoma City Raleigh Nashville Phoenix Little Rock Atlanta Columbia Montgomery Jackson Austin St. Augustine New Orleans Kingshill, USVI

5. National Guard - Classroom Fielding

6. Blended Learning Advantages • Course access at one’s convenience and flexible completion • Reduction in physical class time • Promotes independent learning • Multiple ways to accomplish course objectives • Increased opportunities for human interaction, communication, & contact among students • Less time commuting and parking • Introverts participate more

7. Blended Learning Disadvantages • Procrastination, procrastination, procrastination • Students have trouble managing time • Problems with technology at the beginning (try too much) • Can be overwhelming or too novel • Poor integration or planning • Resistance to change • Good ideas but lack of time, money, & support

8. Some Blended Learning Results…

9. Higher Education: Student survey results after a hybrid course • Student feedback N=282 • 69% felt they could control the pace of their own learning • 77% felt they could organize their time better • 16% felt the time spent online would have been better spent in class • 61% felt there should be more courses like this • www.uwsa.edu.ttt/articles/garnham.htm

10. Corp. Success Story #1. Infusing E-LearningElliott Masie, March 2002, e-learning Magazine) A manufacturing company transformed a week-long safety program into a three-part offering: 1. One day in classroom 2. Multiple online simulations and lessons. 3. One final day of discussions and exams. Must accomplish online work before phase 3— this raised success rate, transfer of skills, and lowered hours away from the job.

11. Success Story #2. Ratheon, Build Own LMS(John Hartnett, Online Learning, Summer 2002) SAP Training Choice (saved $252,000): • Cost of Instructor-led Training ($388,000). • Vendor LMS Cost ($390,000) or • Cost to Build Internally ($136,000) or Five Training Components in 18 Weeks (within 6 weeks, 4,000 courses were taken by 1,400 students) 1. Role-based simulations 2. Audio walk-throughs 3. Online quick reference system 4. Live training support (special learning labs—try out with live mentor or instructor) 5. Online enrollment and tracking

12. Success #3: Microsoft Excel Training(Jeff Barbian, Blended Works, Summer 2002, Online Learning) • Group One: 5 scenario-based exercises that offered live use of Excel on real-world tasks, online mentors, FAQs, relevant Web sites, NETg Excel Fundamentals Learning Objects. • Group Two: Same as Group One but without scenarios, but info in 5 scenarios were embedded in the learning objects. • Group Three: No training control. • Grp #1 30% more accurate than Grp 2; Grp #2 159% more accurate than Grp #3

13. Success #4: Sallie Mae/USA Group (Blended student loan provider program)(Jeff Barbian, Blended Works, Summer 2002, Online Learning) • LEAD (Leadership and Education Development); Groom internal staff to fill supervisory-level positions • 4 hours/week in class with internal and external instructors; learn trust, role of managers, etc. • First must complete 3 online management courses from SkillSoft and 6 online project management courses (includes panel presentation by IT Project Team to illustrate how projects are handled in the company’s culture) • Findings: increased teamwork, camaraderie, shared understanding of concepts, respect for individual differences, social interaction, and reinforcement for class concepts.

14. Success #5: Proctor and Gamble(Jeff Barbian, Blended Works, Summer 2002, Online Learning) • 1999 = 100,000 employees; 20,000 trained/year • LMS from Saba, live training from Centra • CD-based training using Authorware, CourseBuilder, & Dreamweaver • 2002 = 1,200 learning items; 34% Web, 54% CD • Global English saved $2.5 million per year • Off-the-shelf courses in time management and managing for success

15. Proctor and Gamble(Jeff Barbian, Blended Works, Summer 2002, Online Learning) “Given our learning objectives and needs, should we select Web-based live training, versus classroom, versus video-based, versus CBT, or some blended solution?…It depends, on the resources you have, how far geographically you have to reach, or whether you can get your arm around them and pull them into a classroom.” Art DiMartile, Senior IT Manager, Proctor and Gamble

17. Three Phases of AC3-DL • Asynchronous Phase: 240 hours of instruction or 1 year to complete; must score 70% or better on each gate exam • Synchronous Phase: 60 hours of asynchronous and 120 hours of synchronous • Residential Phase: 120 hours of training in 2 weeks at Fort Knox

18. AC3-DL Course Tools • Asynchronous: • Learning Management System • E-mail • Synchronous: Virtual Tactical Operations Center (VTOC) (7 rooms; 15 people/extension) • Avatar • Audio conference by extension/room (voice over IP) • Text Chat Windows—global and private • Special tools for collaboration

19. LMS Can Help Determine: • Who is currently or recently active • How far learners have progressed • Exam completion and scores • Where students are experiencing difficulties • Who needs reminders

22. AC3-DL Collaboration Tools • Asynchronous: • Document sharing • E-mail • Synchronous: VTOC • Shared text • Shared bookshelf • Mapedit • 3D terrain

25. Teams Collaborate on: Mission Analysis • Information and critical reflection on: • terrain and weather, • enemy forces, • facts, assumptions, limitations, • specific tasks, implied tasks, • assets available, and • additional considerations,

27. Mapedit Tool The Mapedit program, was developed to create map overlays, emulating plastic sheets on which symbols are drawn that are laid onto a map (like football playbooks for the maneuver officer). And if students want a whiteboard, they simply have to open a blank overlay (no map background).

28. Mapedit Tool Mapedit allows multiple users to add, delete, and move symbols and lines on the map overlay. In Mapedit, the driver chooses which file to open, and names the file to save, but all users can edit the contents.

31. 3D Terrain Tool The 3D terrain is a collaborative environment that does not result in a product, but, instead, allows students and instructors to "walk" the terrain and lay an overlay on the ground. Participants can click on another person's avatar, and they will see what that person sees as he makes key points about terrain.

32. Previously Reported Results Sanders & Guyer (2001) • Fairly positive compared to pen and paper correspondence • Student fairly familiar with async and sync communication tools • Student attitudes higher than unit leaders • Problems encountered: time, drill time conflicts, technical problems, family responsibilities, lack of compensation

33. Previously Reported Results Sanders & Burnside (2001) • Completed coursework in less time than correspondence course. • Positive attitudes • Covered additional content not covered in correspondence version of course • More likely to make decisions, develop greater sense of team identity • Greater planfulness, confidence, tactical proficiency, and leadership skills.

34. Present Two-Part StudyResearch Methods • Questionnaires (of AC3-DL Students only): • Perceptions of the synchronous environment • Technology access • SCALCO—perceptions of constructivist nature of AC3-DL • Chat Transcript Analyses (over 6,600) • Focus Group Interviews • 2 groups of 4 students in Phase III (live training) • 3 instructors • Course developers and supervisors

35. Study #1: Synchronous Chat Analysis (explored learner online problem solving) Orvis, K. L., Wisher, R. A., Bonk, C. J., & Olson, T. (in press). Problem-solving exercises in military training: Communication patterns during synchronous Web-based instructions. Computers in Human Behavior (Special Journal Issue on Computer-Based Assessment of Problem Solving).

36. Category Description On-Task (a) Any interaction focusing on the task at hand. Social Interactions (a) Interaction related to group and class work, but not the immediate task. (b) Interaction regarding issues outside of the group and class. Mechanics of the Process (a) Interaction regarding the equipment being used that is not task related, including problems with technology access, passwords, technology checks, etc. Table 1: Chat Coding Categories

37. Figure 1. Social, mechanics, and on-task behaviors in the chat interactions over time

38. Overall frequency of interactions across chat categories (6,601 chats).

39. Overall frequency of interactions across chat categories (6,601 chats).

40. On-Task Problem SolvingMayer & Wittrock (1996)-The transfer that occurs when prior experience and knowledge influence learning in a new situation: • “Terrain does not allow for effective maneuver of your element” • “Harder to detect a liquid agent in rain” • “Rain can also degrade optics on weapon systems”

41. Sternberg (1997)-The acts of defining a problem, allocating resources, and tracking progress: • “I don’t see anything about obstacles in the CLOSE section” • “I think obstacles in the Close section of the COA statement is a necessary evil” • “Remember in the BDE OPORD-the BDE CMDR wants this to occur at about this time”

42. Social Interactions • “Kids are great we made breakfast for Mom (wife)” • “Did you go out for a run last night?” • “Tell her I said happy mothers day” • “3 miles in 24 mins all hills” • “If God had meant for us to run, he wouldn’t have given us tanks”

43. Mechanics of the Process • “Cannot talk or hear...will try to reconnect.....” • “Is anyone talking right now? I think I dropped audio” • “Going to reboot”

44. Study #2: Focus Group Findings Bonk, C. J., Olson, T., Wisher, R. A., & Orvis, K. L. (2002). Reflections on blended learning: The Armor Captains Career Course. (Research Note #2002-13). Alexandria, VA: U.S. Army Research Institute for the Behavioral and Social Sciences.

45. Results Bonk, Olson, Wisher, & Orvis • All had access to technology • Enjoyed the course, excellent technologies • Favored sync over asynchronous • All pointed to ways to address high attrition • Perceived training transfer • Learned to work as a team

46. Bonk et al. Results Continued • High individual and collective efficacy • High interpersonal and task cohesiveness • Perceived an active learning environment

47. Advantages and Disadvantages

48. Student Perspective: Advantages • Flexible and convenient for working fulltime • Students can work at own pace. • Immediate feedback and mentoring can be received online and at any time. • Online learning environment can be structured for active learning. • Students learn to work together while online. • Online chats fostered thoughtful commenting and reflection.

49. Student Perspective: Disadvantages • Lack of preorientation session to detail course expectations and tools. • Length of course did not match needs. • Novel technologies difficult to use and crash. • Must learn in preset order; minimal system flexibility. Instructor permission to progress. • Minimal asynchronous feedback. • High attrition due to large modules. • Community and identity takes much forethought.

50. Instructor Perspective: Advantages • Fits army small group instruction model. • Tailor instruct strategies to form of delivery. • Can provide immediate and detailed feedback. • Group interaction boosts confidence of lows. • Greater learning and application of knowledge. • Standardization of content; stay up-to-date. • Teach to solve problem sits & communicate. • Timely online mentoring opportunities.