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<\/a> Figure 10.1.1 Why get on the bus when you can study online? (UBC bus loop)[\/caption]\r\n\r\n\r\nIn Chapters 7, 8 and 9, the use of media incorporated into a particular course or program was explored. In this chapter, the focus is on deciding whether a whole course or program should be offered partly or wholly online. In Chapter 11 the focus is\u00a0on deciding when\u00a0and how to\u00a0adopt an approach that incorporates 'open-ness' in its design and delivery.<\/p>\r\n\r\n
<\/a><\/h2>\r\n[caption id=\"attachment_1879\" align=\"aligncenter\" width=\"755\"] Figure 10.1.2 The continuum of technology-based learning (modes of delivery). Adapted from Bates and Poole, 2003.[\/caption]\r\n\r\n\r\n\r\nThus there is a continuum of technology-based learning, as illustrated in Figure 10.1.2 above.\r\nIn Chapters 7, 8 and 9, the use of media incorporated into a particular course or program was explored. In this chapter, the focus is on deciding whether a whole course or program should be offered partly or wholly online. In Chapter 11 the focus is\u00a0on deciding when\u00a0and how to\u00a0adopt an approach that incorporates ‘open-ness’ in its design and delivery.<\/p>\n Online learning, blended learning, flipped learning, hybrid learning, flexible learning, open learning and distance education\u00a0are all terms that are often\u00a0used inter-changeably, but there are significant differences in meaning. More importantly, these forms of education, once considered somewhat esoteric and out of the mainstream of conventional education, are increasingly taking on greater significance and in some cases becoming mainstream themselves.\u00a0A<\/span>s teachers and instructors become more familiar and confident with online learning and new technologies, there\u00a0will be\u00a0more innovation in integrating online and face-to-face teaching.<\/span><\/p>\n At the time of writing though it is possible to identify at least the following modes of delivery:<\/p>\n More than one third of higher education students in the USA now take at least one fully online course, and about 15 per cent of students are taking only online courses.\u00a0While overall enrolments in the US higher education system have slowly declined (by almost 4 per cent between 2012 to 2016), online enrolments have grown by about 5 per cent over the same period (Seaman et al., 2018<\/a>). In Canadian post-secondary institutions in 2017, approximately 8 per cent of all credit course registrations were fully online (Donovan et. al., 2018<\/a>).<\/span><\/p>\n There is an important development within blended learning that deserves special mention, and that\u00a0is the total re-design of campus-based classes that takes greater advantage of the potential of technology, which I call hybrid learning,<\/em>\u00a0with online learning combined with focused small group face-to-face interactions or mixing online and physical lab experiences. In such designs, the amount of face-to-face contact time is usually reduced, for instance from three classes a week to one, to allow more time for students to study online.<\/p>\n In hybrid learning\u00a0the whole learning experience is re-designed, with a transformation of teaching on campus built around the use of technology. For instance:<\/p>\n Thus ‘blended learning’ can mean minimal rethinking or redesign of classroom teaching, such as the use of classroom aids, or complete redesign as in flexibly designed courses, which aim to identify the unique pedagogical characteristics of face-to-face teaching, with online learning providing flexible access for\u00a0the rest of the learning.<\/p>\n Instructors in more than three quarters of Canadian post-secondary institutions in 2017 were integrating online with classroom teaching, but no more than one in five institutions had a significant number of courses in this format. However, most institutions are\u00a0 predicting a rapid increase in such courses over the next few years (Donovan et al., 2019<\/a>)<\/span><\/p>\n Thus there is a continuum of technology-based learning, as illustrated in Figure 10.1.2 above.<\/p>\n These developments open up a whole new range of decisions for instructors. Every instructor now needs to decide:<\/p>\n This chapter aims to help you answer these questions.<\/p>\n Bates, A. and Poole, G. (2003) <\/span>Effective Teaching with Technology in Higher Education: Foundations for Success<\/em><\/a> San Francisco: Jossey-Bass<\/span><\/p>\n Donovan, T. et al. (2019)\u00a0Tracking Online and Distance Education in Canadian Universities and Colleges: 2018<\/em> <\/a>Halifax NS: Canadian Digital Learning Research Association<\/span><\/p>\n Robinson, B. and Moore, A. (2006) ‘Virginia Tech: the Math Emporium’ in Oblinger, D. (ed.) Learning Spaces<\/em> <\/a>Boulder CO: EDUCAUSE<\/p>\n<\/a><\/p>\n<\/a><\/p>\n10.1.1 The many faces of online learning<\/h2>\n
10.1.1.1\u00a0Variations on blended learning<\/h3>\n
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10.1.1.2 Hybrid learning<\/h3>\n
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10.1.2 The continuum of online learning<\/h2>\n
<\/a><\/h2>\n<\/p>\n10.1.3 Decisions, decisions!<\/h2>\n
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References<\/h2>\n