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A Hybrid Model of Distance Learning

A Hybrid Model of Distance Learning. Adam Kieffer & Julia Tabbut Hubbs Center for Lifelong Learning St. Paul ABE Summer Institute August 17, 2012. Hubbs Center (Midway/Frogtown neighborhood, St. Paul). Distance Learning Office. SPPS ABE/Hubbs Center Snapshot - 2011/12.

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A Hybrid Model of Distance Learning

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  1. A Hybrid Model of Distance Learning Adam Kieffer & Julia Tabbut Hubbs Center for Lifelong Learning St. Paul ABE Summer Institute August 17, 2012

  2. Hubbs Center (Midway/Frogtown neighborhood, St. Paul) Distance Learning Office

  3. SPPS ABE/Hubbs Center Snapshot - 2011/12 6,103 enrollees 628,571 hours (largest in MN) 4,059 participants (students with 12 or more hours) Students served daily and weekly (based on April 2012 data):

  4. Hubbs staff involved in DL last year

  5. Online DL Platforms/Curricula Approved DL Platforms http://mnabe-distancelearning.org/minnesota-programs

  6. DVD and work packet curricula EASY ESL Crossroads Café English for All Videos for ELL levels 0 - 5

  7. Hubbs Distance Learning Proxy Hours 2011-2012 School Year: 26,933

  8. 26,933DL Proxy Hours in 2011-2012

  9. Average “Active” Learners per Month: 251

  10. Hybrid model of DL: What is it? National Reporting System Implementation Guidelines, July 2007: “Distance education is a formal learning activity where students and instructors are separated by geography, time or both for the majority of the instructional period.” Instructional Delivery Models Distance Education – Students are able to work independently at a distance or in a site’s computer lab, and have strong computer literacy skills. Hybrid – This is a blended instructional delivery model for students who receive some in-class pre-teaching, but are able to work independently at a distance and have strong computer literacy skills. In class and online/DL content are related.

  11. Impetus for pilot Distance Learning hybrid classes Keep pace with current teaching/learning methods Improve digital literacy skills and comfort level w/ learning independently online See if we could increase hours (vs. regular class) See if we could increase learning/level gains with less classroom time Increase independent work skills in preparation for post-secondary expectations Get feedback from teachers and learners for continuous improvement loop

  12. SWOT Analysis of Hybrid Model of DL* *University of Houston www.class.uh.edu/classidt/Tutorials_Help/profs/hybrid/SWOT.pdf

  13. SWOT Analysis of Hybrid Model of DL

  14. How we have implemented hybrid DL 1st attempts, 2009/2010 A: Used Learner Web to support workforce prep class: pre-CNA. Result: we continue to use it with increasing learner interest & use and instructor buy-in each year. B: Used USA Learns to complement Intermediate ELL class. Result: USAL content didn’t match class content very well, not enough teacher buy-in, not enough learners had access to internet outside of class. Cancelled.

  15. How we have implemented hybrid DL cont. • 2nd attempt: 2010/2011, used Learner Web to support Citizenship prep class, which only met twice a week. Result: not enough teacher buy-in, huge range of English and digital literacy skills in class, so online content wasn’t a good fit for most of the learners. Cancelled. • Continued to use Learner Web with Medical Office Prep and pre-CNA classes

  16. How we have implemented hybrid DL cont. • 3rd attempt 2011/2012 Used Skills Tutor to complement content in 4 classes: ELL 5 (CASAS Reading 221-227), Writing 1 (TABE Lang. 1.0-3.9), ELL Math B (CASAS Math 190-221), Math 2/3 (TABE Math 4.0-8.9) • 4-day classes. Every Friday was open lab time. Hybrid teachers had time to check on learners’ online progress. • Invested more time and training for teachers. Assigned CTEP staff to help support/orient learners new to the classes each session. Provided open lab times for classes to use. • Continued to use Learner Web for Medical Office Prep and pre-CNA classes. Added Medical Terminology and Child Development courses too.

  17. How we have implemented hybrid DL: What’s most important • Teacher buy-in: enthusiasm and digital literacy • Staff time for software orientations, one-on-one help, feedback and communication, reporting, etc. • Lab space and time • Material that aligns with that covered in class • Learner motivation and adequate digital literacy

  18. Hybrid Class DL Hours during 2011-2012 School Year: 6,367

  19. Successes and lessons learned:Attendance hour comparison *Based on percentage of attendance in similar non-hybrid classes at Hubbs.

  20. Successes and lessons learned: Level gain comparison

  21. Successes and lessons learned: 2011 Fast Trac Healthcare Initiative ABE Course Survey (used Learner Web)

  22. Successes and lessons learned: hybrid class learner survey cont. I used Learner Web as much as possible. 33% I used Learner Web occasionally. 33% I only used Learner Web when my teacher asked me to. 20% I never used Learner Web. 13%

  23. Hybrid class teacher comments: learner progress “The amount of time these students spent on their Skills Tutor (DL) work was a clear sign of their motivation to improve their skills and continue to move through the Hubbs writing program.” “Those who used it regularly were the students who moved up to the next level math class.” “I've seen a number of students dedicate themselves to using the Skills Tutor lessons that were assigned to them, and I think they've enjoyed having this online tool to reinforce and advance their knowledge of English grammar and writing conventions.”

  24. Hybrid class teacher comments: teacher satisfaction If your weekly teaching load was slightly lessened, so that adequate time is provided, would you be willing to consistently check on your learners' progress and communicate (via email or in class) with them about how they're doing? ~All answered Yes. Would you be interested in continuing to use Skills Tutor with your class(es) next year? ~All answered Yes. “I'm very glad we piloted these hybrid classes, and I'm happy that I am now more familiar with Skills Tutor and Distance Learning at Hubbs in general.”

  25. Hybrid class teacher comments: suggestions for improvement “…put in place an expectation that students will be required to work on their Skills Tutor lessons for a minimum amount of time each week/month.” “Teachers publicly pointing out those who use Skills Tutor made progress faster, move out of class faster. Students receive certificate of completion for each ST class completed.” Build a stronger communication connection between DL staff and hybrid teachers. Having dedicated computer lab time and staff who can help learners get comfortable using ST is great.

  26. Plans/changes for next year Increase number of hybrid classes offered Dedicate DL staff to support hybrid teachers & learners, hold regular meetings, improve best practices, improve data tracking, improve matching of Skills Tutor content with class content, etc. Hybrid class teacher PLC (?) Plan for hybrid classes as the new norm

  27. DL Professional Development 2012/13 http://www.mnabe-distancelearning.org/ Click on 2013 Project IDEAL Applications (on right) DL 101: Recruitment, Orientation/Screening, Teaching, Assessment; Creating a site DL plan. Implement plans. Report on progress and get support via monthly webinars with cohort from around MN. Facilitated by experienced MN DL colleagues. http://projectideal.org/

  28. Questions…? 1. 2. 3. 4.

  29. Contact • Adam.kieffer@spps.org • Julia.tabbut@spps.org • DL Supplemental Services Grant: • Jennifer.weaverling@spps.org • MN ABE DL Website • http://www.mnabe-distancelearning.org/

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