Retrieved from http://www.christenseninstitute.org/our-team/michael-b-horn/
Mystica M. A., Lynch, J.E., Rabinovich, T., and Knutel, P. G., (2014). Snapshot of a Hybrid Learning Environment. Bentley University, (pp.9-31).
The authors wanted to highlight how one university needed to figure out a way to increase their enrollment by implementing online learning into their program. Understanding how effective online learning has been to others higher education institutions, Bentley University wanted to be a part of this new trend that was surpassing it’s expectations of being just a trend. With the use of certain approaches and tools to this hybrid learning, Bentley University found their assumptions came into fruition.
Westerman, E., (2014). A Half-Flipped Classroom or an Alternative Approach?: Primary Sources and Blended Learning. Texas A&M University-San Antonio, Vol. 38.2, (pp. 43-57).
The authors elaborate on the concept of a “Flipped Classroom” were other tools of innovation are being used to fortify a better and more conducive learning environment. At Texas A & A University, one upper level history class used a blended on-line format with standard in class structure. They pushed the process and concept of “flipping a classroom” by incorporating video technology combined of a students practicum and an instructors lectures presented from an online forum in a classroom. Students within this class shared their thoughts in a collaborative structure outside of class which allowed a cognitive process to serve as a gateway to a more detailed finished product.
Strayer, J., (2012). How learning in an inverted classroom influences cooperation, innovation and task orientation. Learning Environment Residence, 15: (pp.171–193).
The authors wanted to share the findings of a mixed-method research study by comparing a non-blended and blended classroom within the researchers own classroom. This research used a qualitative research approach but incorporated quantitative survey methods to test an inverted classroom with an innovative tutoring system which introduced students to their classroom content outside of the classroom structure. The second classroom was a traditional lecture-homework style classroom were students in both classes assessed their concepts of learning using a College and University Classroom Environment Inventory (CUCEI). The data collected within this study showed the connected stability of each learning community and how they effect course design in their respective learning surroundings.
Francis, R., (2012). Enhancing Teaching and Learning through the Integration of Blended Learning Instructional Strategies(BLIS) in the Classroom. Journal of Applied Learning Technology. Vol. 2. No. 2.
Understanding regardless of how great the information gathered, the teacher must be connected to the students and their peers in order to be an effective teacher. This article focuses on the author’s understanding of the common issues related to effective teaching and student engagement using the Marzano 9 effective instructional strategies as a scaffold for organization and implementation within a classroom regardless of the size of the classroom or the content used within that classroom.
Kazu, Y. I., & Demirkols, M., (2014). Effect of Blended Learning Environment Model on High School Students’ Academic Achievement. The Turkish Online Journal of Educational Technology; aDepartment of Education Science, Faculty of Education Fırat University, Turkey and Institute of Education Sciences, Dicle University. Vol. 13, 1.
The authors wanted to use Diyarbakir Anatolian High School’s first year biology course to compare the academic performances of a blended learning and traditional learning environment. Their initiative to do this research stemmed from an observation between the difference of academic achievement grade dispersions of the male and female students. The number of participants in this study are 54, 19 males and 8 females for the experiment group which used the blended learning environment and 18 males and 9 females for the controlled group using the traditonal learning environment. The experiment lasted for 6 weeks highlighting the genetics topic of biology. A pretest was supplied to both groups and a significant difference has not been found yet, in compliance to the averages of the final test grades, more success was found in the experiment group than control group. In both of the learning environments, female students have turned out to be more successful than the male students.
Kuna, Y. C., Bellandh, B.R., Schroder, K. E., and Walkerb, A. E., (2014). K-12 teachers’ perceptions of and their satisfaction with interaction type in blended learning environments. Distance Education. Lifelong Learning, Jackson State University, Jackson, MS, USA; bInstructional Technology and Learning Sciences, Logan, UT, USA; cHealth Behavior, University of Alabama at Birmingham, Birmingham, AL, USA. Vol. 35, No. 3, (pp. 360–381).
The authors wanted to investigate how effective blended learning would be combined with face-to-face (F2F) learning and computer-mediated learning . The relationship between the perceptions of students from three types of interaction that included K-12 teachers (graduate students) enrolled at a graduate level course and their perception of blended learning was the data collected from this research. The course was 15 weeks long and 10 of those 15 weeks were sessions led by a teacher via video conferencing (synchronous instructor-led (F2F). Five weeks sessions facilitated through interactive video conferencing (face-to-face), and 5 weeks were not synchronized sessions which was lead by Blackboard management team. The one vital factor that was seen within this research was the students personality was key for the interaction of this course design.
Critique and video analysis with classmates Patricia Marcino and Elizabeth Hurley. The links to their post is below for my commentary.