Pedagogy Reconsidered in a Multimodal Blended Environment

Abstract

Blended course delivery has wide applications across diverse educational settings. By definition, it is multimodal and involves multiple delivery formats. However, scant research has examined the impact of multimodal, blended delivery on university pedagogy. This chapter makes the case for close examination of the theoretical and pedagogical foundation of blended learning and proposes that research is needed to establish and validate the constructivist principles associated with blended learning. A longitudinal analysis of surveys and in-depth interviews with instructors from a distance education graduate school in the United States identified and contextualized features of learner-centered pedagogy linked to blended learning.

Blended Course Design

“…These tactics allowed the instructor to answer questions and clarify understanding (Choi, Lee, & Kang, 2009;Gau, 2012;Lopez-Perez, Perez-Lopez, & Rodriguez-Ariza;Ruey, 2010;Precel, Eshet-Alkalai, & Alberton, 2009;Skibba, 2006;Stricker, Weibel, & Wissmath, 2011). Others reported more generic strategies to clarify understanding such as office hours (Banerjee, 2011) and just-in-need discussions (Amaral & Shank, 2010;Behnke, 2012;Carvalho, Lustigova, & Lustig, 2009;O'Byrne, 2011). Classroom sessions also required students to direct clarification through peer-led groups (Amaral & Shank, 2010), peer instruction and questioning (Amaral & Shank, 2010;Behnke, 2012;Hartwell & Barkley, 2010;Laumakis, 2010), and collaborative work on increasingly difficult problems (Liu, et al, 2010).…”

“…Specific strategies supported student processing content online: reading discussions, presentations (e.g. narrated Power Point™), assignments, and/or quizzes (Amarel & Shank, 2010; Bay & Smith; Banerjee, 2011;Behnke, 2012;Bergson, 2011;Carvalho & Lustigova & Lustig, 2009;Condi & Kay, 2007;Dukes, Moorland, & Scott, 2009;Ernst, 2008;Fulkerth, 2009;Gau, 2012' Geer, 2009Glazer, 2012;Laumakis, 2010;Lee & Dashew, 2011;Lopez-Perez, Perez-Lopez, & Rodriguez-Ariza;Olapiriyaku & Sher, 2006;Muianga, 2005;Precel, Eshet-Alkalai, Alberton, 2009;Ruey, 2010;Sitter, et al, 2009;Skibba, 2006;Stricker, Weibel, & Wissmath, 2011;Nguyen, 2011;O'Byrne, 2011). Quizzes tended to be offered for learning to reinforce reading and provide the learner feedback about their understanding rather than as an assessment of learning.…”

“…Technology tools, both within a course management system and through the use of external tools (e.g., phone, texting, Skype™, etc. ), were a primary medium for communicating between students (Chen, 2007;Dawson, 2010;Geer, 2009;Glazer, 2012;Heckman & Annabi, 2006;Inoue, 2010;Lee & Dashew, 2011;Liu, Don, Chung, Lin, Chen, & Liu, 2010;Loureiro-Koechlin & Allen, 2010;O'Byrne, 2011;Precel, Eshet-Alkalai, Alberton, 2009;Ruey, 2010). The value of communication through technology suggests work is going on between class sessions and students accept this mode of communication, not relying on face-to-face meetings as the primary form of interaction with peers or instructor.…”

“…Collaborative/group/team work was also supported in online environments (Banerjee, 2010;Doering, Miller, & Vletsianos, 2008;Dukes, Koorland, & Scott, 2009;Engstrom, 2010;Geer, 2009;Glazer, 2012;Lin & Kelsey, 2010;Liu, et al, 2010;O'Byrne, 2011;Precel, Eshet-Alkalai, & Alberton, 2009;Ruey, 2010;Skibba, 2006;Stricker, Weibel & Wissmath, 2011). In some instances students worked online to complete work, while in other situations students used technology to organize their ideas, create presentations, or collect and share references.…”

“…Peer-to-peer interaction was another type of interaction providing feedback to learners and helping to clarify understanding through strategies such as critiques, dyads, and study teams or groups (Carvalho & Lustigova & Lustig, 2009;Chen, 2007;Dukes, Koorland, & Scott, 2009;Engstrom, 2010;Geer, 2009;Lee & Dashew, 2011;Lin & Kelsey, 2010;Loureiro-Koechlin & Allen, 2010;Ng'ambi & Brown, 2009;O'Byrne, 2011;Ruey, 2010;Vat, 2010). Peer-to-peer interaction facilitated social presence and active learning through repeated and ongoing exchanges reinforced through classroom meetings.…”