Blended Learning Across Disciplines: Models for Implementation

305 Pages·2011·2.76 MB·English

by  Andrew Kitchenham

Blended Learning
across Disciplines:
Models for Implementation
Andrew Kitchenham
University of Northern British Columbia, Canada
Senior Editorial Director: Kristin Klinger
Director of Book Publications: Julia Mosemann
Editorial Director: Lindsay Johnston
Acquisitions Editor: Erika Carter
Development Editor: Michael Killian
Production Coordinator: Jamie Snavely
Typesetters: Jennifer Romanchak and Deanna Zombro
Cover Design: Nick Newcomer
Published in the United States of America by
Information Science Reference (an imprint of IGI Global)
701 E. Chocolate Avenue
Hershey PA 17033
Tel: [phone]
Fax: [phone]
E-mail: [email protected]
Web site: http://www.igi-global.com
Copyright © 2011 by IGI Global. All rights reserved. No part of this publication may be reproduced, stored or distributed in
any form or by any means, electronic or mechanical, including photocopying, without written permission from the publisher.
Product or company names used in this set are for identification purposes only. Inclusion of the names of the products or com-
panies does not indicate a claim of ownership by IGI Global of the trademark or registered trademark.
Library of Congress Cataloging-in-Publication Data

Blended learning across disciplines : models for implementation / Andrew
Kitchenham, editor.
p. cm.
Includes bibliographical references and index.
Summary: "This book presents a global perspective on blended learning and
augments that perspective with examples and applications from leading scholars
around the world"--Provided by publisher.
ISBN 978-1-60960-479-0 (hardcover) -- ISBN 978-1-60960-480-6 (ebook) 1.
Blended learning--Cross-cultural studies. 2. Educational technology--Cross-
cultural studies. 3. Comparative education. I. Kitchenham, Andrew, 1963-
LB1028.5.B566 2011b
371.3--dc22
2010054439
British Cataloguing in Publication Data
A Cataloguing in Publication record for this book is available from the British Library.
All work contributed to this book is new, previously-unpublished material. The views expressed in this book are those of the
authors, but not necessarily of the publisher.
Editorial Advisory Board
Marwin Britto, Central Washington University, USA
Thomas Hannson, Blekinge Institute of Technology, Sweden
Peter Paolucci, York University, Canada
David Parsons, Massey University, New Zealand
Table of Contents
Foreword .............................................................................................................................................xiii
Preface ................................................................................................................................................xvii
Acknowledgment ..............................................................................................................................xxiv
Section 1
Theorizing About Blended Learning
Chapter 1
Towards a Technology- Enhanced University Education .......................................................................1
Valia Spiliotopoulos, University of Victoria, Canada
Chapter 2
Blended Courses as Drivers of Institutional Transformation ................................................................17
Charles D. Dziuban, University of Central Florida, USA
Joel L. Hartman, University of Central Florida, USA
Thomas B. Cavanagh University of Central Florida, USA
Patsy D. Moskal, University of Central Florida, USA
Chapter 3
The Use of Asynchronous Video Communication to Improve Instructor Immediacy
and Social Presence in a Blended Learning Environment ....................................................................38
Jered Borup, Brigham Young University, USA
Charles R. Graham, Brigham Young University, USA
Andrea Velasquez, Brigham Young University, USA
Chapter 4
Blended Learning Revisited: How it Brought Engagement and Interaction into
and Beyond the Classroom ...................................................................................................................58
Pablo Ortega Gil, University of Alicante, Spain
Francisco Arcos García, University of Alicante, Spain
Section 2
Practising Blended Learning
Chapter 5
Blended Learning Examples in Education and Chemistry ...................................................................74
Robert Hogan, University of the South Pacific, Fiji
Chapter 6
Blended and Mobile Learning: Experiences from a New Zealand Faculty of Law .............................99
Sue Tappenden, University of Waikato, New Zealand
Chapter 7
Towards Alleviating the Post-Apartheid Education Crisis in South Africa ........................................112
Pragashni Padayachee, Nelson Mandela Metropolitan University, South Africa
Ansie Harding, University of Pretoria, South Africa
Chapter 8
The Role of Blended Learning in 21st Centtry Medical Education: Current Trends
and Future Directions ..........................................................................................................................132
Geoffrey W. Payne, University of Northern British Columbia, Canada
Section 3
Extending Blended Learning
Chapter 9
Fundamental Design Elements of Pervasive Games for Blended Learning .......................................148
David Metcalf, University of Central Florida, USA
Clarissa Graffeo, University of Central Florida, USA
Luke Read, University of Central Florida, USA
Chapter 10
A Case Study of a Blended Doctoral Program in Educational Technology ........................................173
Michele Jacobsen, University of Calgary, Canada
Chapter 11
Blended Learning in Nigeria: Determining Students’ Readiness and Faculty
Role in Advancing Technology in a Globalized Educational Context ................................................190
Nwachukwu Prince Ololube, University of Education, Nigeria
Chapter 12
Blending In: Moving Beyond Categories in Digitally-Mediated Learning ........................................208
Marvin D. LeNoue, North Dakota State University, USA
Ronald Stammen, North Dakota State University, USA
Chapter 13
Short Message Services for Supporting Student Learning: A Blended Approach ..............................228
Dick Ng’ambi, University of Cape Town, South Africa
Compilation of References ...............................................................................................................245
About the Contributors ....................................................................................................................266
Index ...................................................................................................................................................277
Detailed Table of Contents
Foreword .............................................................................................................................................xiii
Preface ................................................................................................................................................xvii
Acknowledgment ..............................................................................................................................xxiv
Section 1
Theorizing About Blended Learning
Chapter 1
Towards a Technology- Enhanced University Education .......................................................................1
Valia Spiliotopoulos, University of Victoria, Canada
This chapter demonstrates how learning technologies used in a blended learning environment can help
to meet the goals of a contemporary university education. Although Canadian universities have distinct
cultures, research strengths, and teaching philosophies, many also share similar values and goals that
respond to an increasingly multicultural, diverse, and technologically advanced society. An understand-
ing of blended learning as an effective model for meeting goals not only at the course and program
levels, but also at the institutional level, is essential for the widespread, mainstream implementation
of this model so that it becomes a part of regular practice by faculty from a variety of disciplines and
learning contexts.
Chapter 2
Blended Courses as Drivers of Institutional Transformation ................................................................17
Charles D. Dziuban, University of Central Florida, USA
Joel L. Hartman, University of Central Florida, USA
Thomas B. Cavanagh University of Central Florida, USA
Patsy D. Moskal, University of Central Florida, USA
This chapter discusses the transformational potential of blended learning and the importance of align-
ment with strategic initiatives of the institution. The authors show that key elements for student and fac-
ulty support result in numerous positive outcomes, including increased access and the ability to manage
growth effectively. Research findings with very large student samples show the impact of blended
learning on student achievement, identify predictors of student success, and illustrate correlates of
student satisfaction with blended learning when ambivalent feelings mediate student perceptions of the
educational environment. By illustrating these principles through a case study in a large metropolitan
research university, the authors contend that strategic alignment and evaluation results inform each
other in an incremental, transformational process.
Chapter 3
The Use of Asynchronous Video Communication to Improve Instructor Immediacy
and Social Presence in a Blended Learning Environment ....................................................................38
Jered Borup, Brigham Young University, USA
Charles R. Graham, Brigham Young University, USA
Andrea Velasquez, Brigham Young University, USA
This chapter presents three cases where asynchronous video communication was used to help offer
students instruction high in fidelity and flexibility. Instructors in a blended learning format struggle
to find an effective balance between face-to-face instruction that is high in fidelity and online instruc-
tion that is high in flexibility. Although the medium for sharing asynchronous video varied between
the three cases, findings indicate that video was a useful tool to improve instructor immediacy and/or
social presence with a minimum amount of face-to-face instruction. The instructors in all three cases
saw asynchronous video communications as an effective way to communicate with students, and the
majority of students responded positively to asynchronous video communications.
Chapter 4
Blended Learning Revisited: How it Brought Engagement and Interaction into
and Beyond the Classroom ...................................................................................................................58
Pablo Ortega Gil, University of Alicante, Spain
Francisco Arcos García, University of Alicante, Spain
This chapter reviews some of the projects the authors have been carrying out in later years, all of them
involving the use of Learning Management Systems for different target groups. The universe of blend-
ed learning started uncertainly, as all new ventures, amid overt resistance of traditionalist teachers, but
boosted by the drive of a few enthusiasts that wanted to bring novel perspectives into education. Ev-
eryday practice, together with the growing services it is rendering, has turned blended learning into the
mainstay of education. They provide details about students’ response, teachers’ attitudes and parents’
opinions. They also show how their model has grown richer and richer thanks to the feedback obtained
from all parts. Finally, future lines of development are suggested, among which, mobile learning stands
out. A recently launched mobile learning project is summarized.
Section 2
Practising Blended Learning
Chapter 5
Blended Learning Examples in Education and Chemistry ...................................................................74
Robert Hogan, University of the South Pacific, Fiji
This chapter describes how the blended revolution that has empowered students in developed nations
is just now spreading to developing countries. With improved Internet access, students in these regions
now have opportunities to experience blended and mobile learning, creating new markets in Asia,
Africa, and the Pacific for universities that offer blended programs. Unlike the e-learning revolution
of the 90s that was dominated by for-profit institutions, public universities will be major competitors
for international students wishing to earn foreign degrees. The 2008 Asian Development Bank report
emphasizes that it is essential for economic development to provide increased numbers of skilled work-
ers. Blended and mobile learning can assist countries increase educational access, and online providers
opportunities to reach new international markets. Another emerging market for blended and mobile
learning in developing countries is the untrained teacher. Until recently, adequate Internet access was
not available to some regions most needing increased educational access. Now, the technology is fall-
ing into place to support blended and mobile learning. This chapter discusses two international blended
and mobile learning courses—an undergraduate chemistry course and a graduate education course for
teachers in online learning—being delivered to developing countries in the Pacific. The chapter focuses
on instructional design, cultural considerations, technical issues, and initial findings.
Chapter 6
Blended and Mobile Learning: Experiences from a New Zealand Faculty of Law .............................99
Sue Tappenden, University of Waikato, New Zealand
This chapter will focus on my own experiences of the practical applications of blended and mobile
learning within our Law Faculty and will discuss student expectations of technologically aided teaching
practices.In New Zealand, law schools are constrained as to what they can do to incorporate blended or
mobile learning into the core programme. There are two major factors to take into consideration when
designing any course, a conservative profession and the cultural needs of Maori students.
Chapter 7
Towards Alleviating the Post-Apartheid Education Crisis in South Africa ........................................112
Pragashni Padayachee, Nelson Mandela Metropolitan University, South Africa
Ansie Harding, University of Pretoria, South Africa
This chapter describes a particular model of blended learning, devised for the Incubator School Project
(ISP), an initiative of the Nelson Mandela Metropolitan University (NMMU) in the Eastern Cape of
South Africa. The defining feature of this blended model is that it incorporates DVD technology, which
offers an affordable and accessible option for the particular group of learners. DVD technology was
used as an ingredient in this blended learning approach since it is easily available to the majority of
learners and to the schools they attend. This chapter describes the particular blended model and reports