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Applying Blended Learning – Pat Hammett. Courses: IOE/MFG 461 – Quality Engineering/Statistical Analysis Fall Term (Enrollment: ~100 On Campus; 60 Off Campus) MFG 599 – Design for Six Sigma (Product Development) Fall Term (Enrollment: ~100 On Campus; 60 Off Campus)

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applying blended learning pat hammett
Applying Blended Learning – Pat Hammett

Courses:

IOE/MFG 461 – Quality Engineering/Statistical Analysis

Fall Term (Enrollment: ~100 On Campus; 60 Off Campus)

MFG 599 – Design for Six Sigma (Product Development)

Fall Term (Enrollment: ~100 On Campus; 60 Off Campus)

Industry Short Course – Six Sigma Green Belt

One Time Offering – 40 Industry Managers/Engineers

1

1 ioe 461 quality engineering
1. IOE 461: Quality Engineering
  • Began On/Off Campus Course Mix - 2003
  • Early Challenges
    • High demand: shift in class sizes from 30  120+
    • Course Content: need to provide significant practice (statistical tools) and support without face-face
    • Course Software: provide software training (Minitab)
    • Student Background Diversity: accommodate mix of Engr Undergrad students with Industry Grad Students
      • Significant Learning Style Differences due to size/diversity
ioe mfg 461 blended learning solutions
IOE/MFG 461 – Blended Learning Solutions
  • Use of a few Online Prerequisite Modules
    • WHY ONLINE??
      • Not all students need/want this information
      • Make available prior to start of class
  • Weekly Tape Problem Solving Session (Software Use)
    • WHY ONLINE??
      • Mix of students familiar with Minitab Software
      • Much more flexible than typical office hours (wider audience)
      • Instructor (vs. Teaching Assistant) Led
      • Effective for different learning styles
        • Estimate 50-70% students view these and find helpful
2 mfg 599 blended learning solutions
2. MFG 599 – Blended Learning Solutions
  • Numerous Prerequisite Modules (full course available)
    • WHY ONLINE??
      • Flexible, Diverse Backgrounds (different universities)
      • Do not take up class time for those with pre-req knowledge
  • Discussion Posts as part of Grade (discussion course)
    • On Campus: 2 Posts (1-2 paragraphs); Off Campus: 4
    • WHY ONLINE??
      • allows off campus students to get involved
        • Bring in personal experiences about the class topics
      • allows students with language challenges to participate
      • allows more time for deeper, more thoughtful comments
3 industry short course blended learning solutions
3. Industry Short Course – Blended Learning Solutions
  • Client was concerned about a full online training program and their employees ability to keep up
  • Created a 5-Day Blended Course
    • Day 1 – Classroom
      • More effective to get organized, initial use of software
    • Day 2-4 (15 lectures w/ exercises) – Online
      • Allowed ~6 weeks to complete (most did in last 2 weeks)
    • Day 5 – Classroom
      • More difficult material involving deeper discussion
      • Provide opportunity for face-face questions for online material
  • Course received high marks (~ evaluations 4.8/5.0)
    • However, no follow-up course yet
self assessment
Self Assessment
  • University Courses:
    • Course Demand Remains High
    • Overall Scores Similar
      • Still, median Off Campus is usually 1-2% lower than On Campus
    • Per University Evaluations (Q1/Q2) – now similar for on and off campus (Fall 2010: ~4.7 – 4.8 for both)
      • Key gap closer: Instructor-answered off campus email
    • Main Off Campus Concern (Company Evaluations):
      • heavy workload/difficulty versus learning style
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