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Blended Learning using Technology. Wenda M. Burnom EDUC 7101. TECHNOLOGY DIFFUSION INNOVATION FOR THE FUTURE. ONLINE LEARNING. Online learning can be done anywhere. Students can work together on assignments. . Blended Learning.

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Blended Learning using Technology


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    1. Blended Learning using Technology Wenda M. Burnom EDUC 7101

    2. TECHNOLOGY DIFFUSION INNOVATION FOR THE FUTURE

    3. ONLINE LEARNING Online learning can be done anywhere. Students can work together on assignments.

    4. Blended Learning These studies are for all students, not just the talented and gifted. This differentiated instruction provides student learning with different resources and allowing them to use media and technology to demonstrate their learning. The teachers found the 3 important design for implementing this innovation were differentiating content, process and product. (Milman, 2009)

    5. Differentiated Instruction Online Federal legislation such as the Individuals with Disabilities Education Act (1990) mandates that exceptional learners with disabilities have access to curricular and learning opportunities equivalent to those available to students who are not disabled. This includes environments and courses for online learning (Keeler, 2005) This legislation allow equity for alternative teaching for student learning. Students in the hospital will be provided with video and other media instruction. Some parents may agree to home school their child because of disabilities. These home schooled children will be provided with the needed online resources for academic success. Some types of disabilities are specific learning disabilities, speech and language impairments, behavior disorders, visual impairments, and other disabilities that causes a student to struggle in learning. (Keeler, 2005, p 126)

    6. Benefits of Online learning in the hospital

    7. Overcoming Facelessness in the Online Classroom According to Marzelli(2006) students were to evaluate whether the online learning had advantages or disadvantages. The results showed that students missed the face to face modeling of instruction. Marzelli (2006) used online learning to encourage students interest. She developed a cognitive apprenticeship where students interacted with each other by posting and responding to questions related in class. Marzelli (2006) modeled a welcome page to students with her personal interest and experience with online learning this motivated students to be engaged in the assignment. Students interacting with each other in the online learning after sharing their background made it easier for overcoming facelessness in the classroom. Marzelli (2006) diffuse this innovation of uncertainty by using the cognitive apprenticeship, brief announcements online, prompt feedback and frequent communication four or five times a week. Facilitating peer interaction diffused much of the uncertainty for positive learning in the online classroom. (Marzelli, 2006, p 4)

    8. Teaching Online Coursework The sponsor of this learning outcomes between traditional and online learning. The bias was the concern of why the shift of having online learning. The members of the committee was witnessing enhancement through globalization with international students and faculty. Dykman, C., and Davis, C., (2007) stated “teaching online is very different from conventional teaching and it is not easy. Planning online coursework is much more demanding and student-teacher relationships, much more complex. Once mistakes are made, it is really difficult to recover fully in an online environment. And once a professor, a department, or a student body has soured on Internet-based online education, it may take a long time to get any of them to reconsider pursuing it again” (Dykman, & Davis, 2007, p 11).

    9. Blended Learning in the Classroom

    10. Reduce Online Learners’ Isolation Through Vicarious Immediacy Burns (2005) incorporated online learning in the classroom. She created “vicarious immediacy,” a sense of psychological and physical closeness between the student and the instructor” (Burns, M., 2005, p 8) Burns would incorporate a video clips for less than 5 minutes daily that required at least five chat sessions with other students. The connection between herself and her online students was Mari Burns purpose for vicarious immediacy. A video of online learning activity was made so Mari Burns could answer the 2 questions to make sure she kept interaction with students. She wanted to know will it help students understand the material better and will it cause students to be more connected to me? The Online learning instruction will continue to be ways for students to interact with others. In the future Mari Burns would like to see more connection with flexibility with media and student video participation. (p 8)

    11. Online Learning Ash, Katie (2011) stated “growth in the pre-K-12 sector has increased much faster than the e-learning market in general because of the launching of virtual schools, a dramatic increase in the number of online students, and state budget cuts says the report” (Ash, K., 2011, p 2). The funding was the diffusion of this new market-research study. Ash (2011) reporteda figure that is expected to reach $24.2 billion by 2015. (p 2)

    12. ONLINE LEARNING Teachers should use blended and online learning to increase student achievement. According to Roanne (2010) face to face instruction is the only acceptable way to teach and learn. (p 1) Quillen(2012), replied that mixing online courses with face to face learning is primarily a method for serving struggling or advanced students while keeping them inside school walls. (p 7) Blended learning is a new innovation that will be adopted in the education systems for future schools. Tucker, C. (2012), decided to try using online discussions platform “collaborize classroom’ to replace some of her pen-and-paper homework. The results of this opportunity was a shock. (p 2) “The eagerness with which students took to the online learning was stunning” (Tucker, 2012, p 2). Research proves positive differences in the classrooms with blended learning. Schools can use the opportunity of meeting different students learning style using the blended technology and face to face lessons. Teachers need to be trained in teaching online learning. Professional development and observation of blended classrooms provide teacher training for using technology to meet the needs of student learning. (p 6) Many schools are skeptical in accommodating the new change for students. There is a need for increasing student achievement. Blended learning will provide the flexibility for different learning styles. Students will be inspired and motivated to use technology that is closely related to gadgets used in the home. According to Quillen (2002), “blended learning is the key that unlocks the door to the real world” (Quillen, 2012, p 3)

    13. Blended Learning

    14. Innovation of technology for learning

    15. Innovation of technology for learning

    16. Blended Learning in the classroom to Increase Student Achievement

    17. Research Angiello, R., (2010). Study Looks at Online Learning vs. Traditional Instruction. The Hispanic Outlook in Higher Education p 18 Barrett, B., (2010) Virtual Teaching and Strategies: Transitioning from Teaching Traditional. Contemporary Issues in Education Research p. 17-20 Quilen, I., (2010). Online Opens Real-World Doors. Education Week http://www.edweek.org/ew/articles/2012/10/4/09el-grandrapids http://search.proquest.com.ezp.waldenlibrary.org/pqcentral/docview Tucker, C., (2012). Giving Student a Voice Through Online Discussion. Education Week http://www.edweek.org/tm/articles/2012/09/25/fp_tucker_voice.html

    18. Research (cont) Baglione and Nastanski (2007) Outcomes of Chat and Discussion Board Use in Online Learning: A Research Synthesis, University of Alabama Marzelli, S., and Dicker, L., (2006) Overcoming Facelessness in the Online Classroom. Distance Education Report. Vol. 10. p4-7, 2 p Retrieved from smarzell@atlantic.edu and Ldicker@atlantic.edu Milman, N., (2009) Differentiating Instruction in Online Environments, Distance Learning, Retrieved from nmilman@gwu.edu

    19. Research Lawton, D., Vye, N., Bransford, J., Sanders, E., Richey, M., French, D., and Stephens, R., (2012) Online Learning Based on Essential Concepts and Formative Assessment. Journal of Engineering Education. Vol. 101, pp 244 Retrieved from http://www.jee.org Mburns@iowalakes.edu Dykman, C., (2007) Part One-The Shift Toward Online Education, Journal of \ Information Systems Education, Vol. 19(1)

    20. Research (cont) Keeler, C., Richter, R., Lynne Anderson, I., Horney, M., and Ditson M., (2007) Exceptional Learners: Differentiated Instruction. What Works in k-12 Online Learning. University of Oregon http://web.ebscohost.com.ezp.waldentibrary.org/ehost/detail Roby, T., (2005) 17 Tips for Successfully Including Peer Collaboration in an Online Course. Retrieved from teshia.roby@oit.gatech.edu