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Shifting a Face-to-Face (F2F) Course to the Blended Environment: A Framework for Transference

Copyright © 2014. 21 pages.
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DOI: 10.4018/978-1-4666-4574-5.ch004
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MLA

Crews, Tena B., Kelly Wilkinson and Alexandria Howard. "Shifting a Face-to-Face (F2F) Course to the Blended Environment: A Framework for Transference." Advancing Technology and Educational Development through Blended Learning in Emerging Economies. IGI Global, 2014. 59-79. Web. 2 Oct. 2014. doi:10.4018/978-1-4666-4574-5.ch004

APA

Crews, T. B., Wilkinson, K., & Howard, A. (2014). Shifting a Face-to-Face (F2F) Course to the Blended Environment: A Framework for Transference. In N. Ololube (Ed.), Advancing Technology and Educational Development through Blended Learning in Emerging Economies (pp. 59-79). Hershey, PA: Information Science Reference. doi:10.4018/978-1-4666-4574-5.ch004

Chicago

Crews, Tena B., Kelly Wilkinson and Alexandria Howard. "Shifting a Face-to-Face (F2F) Course to the Blended Environment: A Framework for Transference." In Advancing Technology and Educational Development through Blended Learning in Emerging Economies, ed. Nwachukwu Prince Ololube, 59-79 (2014), accessed October 02, 2014. doi:10.4018/978-1-4666-4574-5.ch004

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Abstract

Many educational experts predict that in the future blended learning will become far more common than traditional Face-to-Face (F2F) or online learning. With this in mind, instructors are being asked or required to move F2F courses to a blended environment. When doing so, there are a variety of issues to consider. Thus, a framework for transference is necessary. This framework includes the seven principles for good practice for undergraduate education. This chapter covers the essential topics to help educators conduct a successful transference and uphold the quality of their courses.
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Introduction

Blended learning is utilizing teaching practice that combine teaching methods which incorporate both face-to-face and online components (Blackboard K-12, 2009; Watson, 2008). Other terms such as “hybrid learning, distributed learning, connected learning, and outside-inside learning” (Eiter & Woll, 2011, p. 2) are used to identify blended learning. The challenge is to find the right mix of these two components for a successful blended learning environment (Kerres & DeWitt, 2003). This chapter will help educators have a clearer understanding of strategies for delivering content in a blended environment based on Chickering and Gamson’s (1987) seven principles for good practice in undergraduate education. Information will also be provided to help educators learn to modify course content for blended delivery and engage students in the learning process. The chapter will be based on the following three objectives:

  • 1.

    Compare and contrast learning methods for the blended environment.

  • 2.

    Describe strategies for modifying course content for blended delivery.

  • 3.

    Implement effective teaching methods in a blended environment.

The connection between F2F and online components in blending learning is necessary for a smooth transition. Good facilitation skills are essential elements; however, there are other key factors. It is essential to make sure the layout of the online course matches the instructor's teaching style. This will make it easier for the facilitator to guide students through the content. It is also important to evaluate course content and then look at the delivery methods to be used to deliver content. When moving the content from a F2F environment to a blended environment, these questions should be asked:

  • What do I want the student to learn?

  • What is the best way to present the content?

  • How can I use the strengths of the online medium, while minimizing the weaknesses?

  • How can I create interaction – student/content, student/student, student/instructor?

  • How will I assess the success of the learning?

  • What process will I use to assess the course structure and make appropriate changes?

In answering the preceeding questions, instructors perform a course audit. This audit includes analyzing the content to help determine how to answer each question. When changing course delivery from F2F to blended, the instructor cannot simply create PowerPoint presentations and hope students will review them, then read the book, and find success in learning. Instructors must also reflect on how they traditionally teach their F2F classes and how they will alter their teaching for the blended environment and connect all the elements.

Background

It is important for instructors to do their homework before converting a course from a F2F environment to a blended environment. There are many factors to consider during the transference process. Moving content to a blended environment is not simply about transferring content - it is about transforming content.

The instructor should utilize the seven principles for good practice in undergraduate education (Chickering & Gamson, 1987) as they teach in any environment. The seven principles are listed below.

  • Encourage contact between students and the instructor.

  • Develop reciprocity and cooperation among students.

  • Encourage active learning.

  • Give prompt feedback.

  • Emphasize time on task.

  • Communicate high expectations.

  • Respect diverse talents and ways of learning.

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Complete Chapter List

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Table of Contents
Preface
Nwachukwu Prince Ololube
Chapter 1
Patrícia Brandalise Scherer Bassani
This chapter presents a reflection on the use of social software tools to enhance the interaction between students, allowing the development of... Sample PDF
Virtual Learning Communities: Interaction in Blended Learning Using Web 2.0 Tools
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Chapter 2
Hela Miniaoui, Avneet Kaur
The term “blended learning” has gained considerable interest in recent years as a description of particular forms of teaching combined with... Sample PDF
Introducing a Teaching Innovation to Enhance Students’ Analytical and Research Skills: A Blended Learning Initiative
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Chapter 3
Sabine Moebs
While blended learning seems to be quite suitable for Small and Medium Sized Enterprises (SMEs), take-up of this learning method is not implemented... Sample PDF
Blended Learning for Learners in SMEs
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Chapter 4
Tena B. Crews, Kelly Wilkinson, Alexandria Howard
Many educational experts predict that in the future blended learning will become far more common than traditional Face-to-Face (F2F) or online... Sample PDF
Shifting a Face-to-Face (F2F) Course to the Blended Environment: A Framework for Transference
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Chapter 5
Peter James Kpolovie, Chris E. Iderima, Nwachukwu Prince Ololube
This chapter investigates the influence of computer literacy through blended learning methods on the computer-based aptitude test performance of... Sample PDF
Computer Literacy and Candidate Performance on Computer-Based Tests
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Chapter 6
Nwachukwu Prince Ololube
In recent years, the use of the Blended Learning (BL) methods has experienced worldwide uptake and is responsible for enormous changes, not only in... Sample PDF
Blended Learning Methods in Introduction to Teaching and Sociology of Education Courses at a University of Education
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Chapter 7
Erlane K. Ghani, Kamaruzzaman Muhammad, Salina Salleh
This chapter examines the successful implementation of blended learning in an intermediate financial reporting course in a public university. The... Sample PDF
Blended Learning Implementation in Accounting Discipline: A Study in a Malaysian Public University
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Chapter 8
Alex Kumi-Yeboah, William H. Young, Kankam Boadu
Distance education in Ghana is rapidly gaining recognition as a result of the increasing demand for higher education by qualified applicants, most... Sample PDF
21st Century Distance Learning in Sub-Saharan Africa: Distance and Blended Learning in Ghana
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Chapter 9
Julius T. Nganji, Shawulu H. Nggada
Blended learning could be seen as the solution to learning resource accessibility, especially when the indicators of measure are limited to distance... Sample PDF
Adoption of Blended Learning Technologies in Selected Secondary Schools in Cameroon and Nigeria: Challenges in Disability Inclusion
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Chapter 10
Angeline M. Madongonda, Sithembeni Denhere
This chapter is an attempt to investigate the possibility of integrating computer-assisted ESL (English as a Second Language) learning and teaching... Sample PDF
Corpus Linguistics: An Exploration of the Possibility of Improving ELS Learning and Teaching in the Zimbabwean High School
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Chapter 11
Adedeji Tella
The issue about globalisation is now commonplace. However, there has not been enough literature concerning its link with ICT and mathematics... Sample PDF
Globalisation, Blended Learning, and Mathematics Education: Implications for Pedagogy in Tertiary Institutions
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Chapter 12
Kennedy E. Umunadi, Nwachukwu Prince Ololube
This chapter examines blended learning and technological development in teaching and learning. This study is based around the suggestion that... Sample PDF
Blended Learning and Technological Development in Teaching and Learning
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Chapter 13
Nwachukwu Prince Ololube, Kennedy E. Umunadi, Peter James Kpolovie
This chapter explains the need to better design blended teaching and learning curricula, the need to address infrastructural problems, and the need... Sample PDF
Barriers to Blended Teaching and Learning in Sub-Saharan Africa: Challenges for the Next Decade and Beyond
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