Occupational Therapy In Health Care, 28(3):333–338, 2014 C 2014 by Informa Healthcare USA, Inc. Available online at http://informahealthcare.com/othc DOI: 10.3109/07380577.2014.908479
FROM INSTRUCTIONAL INSIGHT ASSOCIATE EDITOR: ELLEN KOLODNER
Blended Learning Pedagogy: The Time is Now!
Occup Ther Health Downloaded from informahealthcare.com by University of Laval on 07/01/14 For personal use only.
Michael A. Pizzi Department of Occupational Therapy, Long Island University, Brooklyn, New York, USA
ABSTRACT. Pedagogy is rapidly changing. To develop best practice in academia, it is important that we change with the changing needs of students. This article suggests that blended learning is one of the most important pedagogical formats that can enhance student learning, optimize the use of active learning strategies, and potentially improve student learning outcomes. KEYWORDS.
Blended learning, pedagogy
“We are a profession possessing knowledge that is particularly necessary to maintain health of people . . . to move from therapist to change agent demands us to change, but to change in a forward positive way . . .. we must be willing to know more.” —G. Finn, OTR/L, 1972 BLENDED LEARNING: WHAT IT IS AND IS NOT Hybrid courses include face-to-face (in class) interactions with online learning (Buzzetto-More & Sweat-Guy, 2006). Hybrid learning is also known as blended learning due to the blending of online and face-to-face work. According to Hollis and Madill (2006), in their review of online learning research, they concluded that best practice occurs when combining technologies that enhance interactions between students and between students and instructors. Blending the face-to-face learning with active learning assignments and online learning activities facilitates interactions between (a) learner to learner, (b) learner to instructor, and (c) learner to community-based partners. It also promotes lifelong learning through the developed skill of “discovering” information utilizing online activities, while also increasing interactive skills with a variety of others and enhancing engagement (Goodyear
Address correspondence to: Michael A. Pizzi, Assistant Professor, Department of Occupational Therapy, Long Island University, 1 University Plaza, Brooklyn, NY 11201, USA (E-mail: [email protected]). (Received 20 November 2013; accepted 23 November 2013)
333
Occup Ther Health Downloaded from informahealthcare.com by University of Laval on 07/01/14 For personal use only.
334
Pizzi
et al., 2006). Corcoran et al. (2011) state that “hybrid courses encourage instructors to develop new ways to engage their learners online and foster online communities. This greater online interaction will emerge in the classroom as well and in collaborative assignments that allow learners to relate, create and donate” (AOTA, 2011). Blended learning includes such active learning activities such as discussion boards, wikis, podcasts, and iMovies. Different platforms are used such as Blackboard where weekly assignments and all learning activities are posted. Learners must be self-directed and be able to access and use the technology required. They must also be reasonably good with time and activity management. Two of the most important principles of adult learning include: (a) being motivated to learn if there is a perception that the learning will help perform tasks or deal with problems in real life, and (b) that learners learn best when new learning is presented in the context of application to real-life situations (Knowles et al., 2005). Given this, not all students are prepared to engage in online learning. The following information will detail development of a mental health practice course using a blended learning format and will include some student reactions to its implementation.
COURSE DEVELOPMENT AND IMPLEMENTATION At our university, a blended learning initiative was developed to increase the number of blended learning courses campus wide. Given my experience with online learning, I was granted permission to develop the mental health practice course into a blended learning course. This process, while daunting, was also a creative challenge that I welcomed. The syllabus that was approved was 50% online and 50% face to face for the classroom portion. The 50% online consisted of weekly wikis and discussion boards using the Blackboard platform. All materials for each week were posted or completed on Blackboard, including readings, wikis, quizzes, and exams. Written assignments were also uploaded to Blackboard that allowed the professor to comment and grade everything online. This was a 3 hour class with a 2 hour lab. Students were responsible for arriving at class at 9:30 instead of 8:00 am for their face-to-face portion. The class of 28 was divided into five groups that worked together throughout the semester for all assignments. Each group was assigned one of the five assignments each week beginning in week 3 of the course. Wikis were used on Blackboard. Wikis are a content management system where any number of participants can add, delete, modify, and view content of any kind. Anything related to a group project can be posted onto a wiki. I utilize wikis often for group work to help students understand each other’s process. It also helps them develop a cohesive group project. This was the first time this particular group of students were using wikis. In the first class, I introduced them to the concept of a wiki and the students practiced uploading information to a practice wiki, answering three basic questions. All students learned how to use a wiki within one session and had no issues throughout the semester.
Blended Learning Pedagogy: The Time is Now!
335
The online portion of the course using a wiki and discussion boards consisted of the following:
Group
Occup Ther Health Downloaded from informahealthcare.com by University of Laval on 07/01/14 For personal use only.
1.
2.
3.
4.
5.
Assignment Outline the diagnosis and common symptoms of the targeted population (the PERSON); identify the common occupational performance deficits. This group also identifies and describes ONE possible FOR that can be used to guide OT evaluation and intervention. Identify at least five unique interview questions and five occupational observations for that population. Identify and describe at least two valid and reliable assessment tools that an OT might conduct during an evaluation specific to the targeted population. Describe in detail two suggested OCCUPATION-based interventions that would be appropriate for the population. Write up ONE long-term goal (LTG) and TWO short-term goals (STG) related to the LTG for any of the stated activities. This group will PRESENT, in-class, the information the first group posted (approximately 45 minutes). This group must read the wiki, summarize each component, and present the information to the class in an interactive format of the group’s choice. Summarizes the textbook chapters (and/or the readings for the week) and poses two questions on the Discussion Board based on each chapter (at least 3 days prior to class). Answers the textbook questions on the Discussion Board and creates three questions to be asked in class related to the wiki (brought to class) (at least the day before class). Share via posts on a separate Discussion Board summaries of at least three evidence-based articles related to the week’s population, providing the URL and reference.
Learning Outcome Use of readings and external scholarly sources
Increases and uses clinical reasoning skills Insures application and understanding of theory to support practice
Emphasizes teaching-learning Insures that there is some reading of the materials
Insures that textbook chapters are read
Insures that textbook chapters and the wiki materials are read Develops scholarship and demonstrates need for evidence to support practice
Each week, the groups rotated the assignments, so that each completed the larger assignment (see Group 1) at least twice throughout the semester. Quizzes, midterm and final questions were developed from the wiki posts as well as the discussion board posts and the readings. Besides online work, students developed resource notebooks, completed a short paper on short-term programs they led in their Fieldwork Level I, and completed a major paper on mental health program development choosing one of three case scenarios I provided. Students were assigned weekly readings and were given an online quiz that consisted of 10 questions. The quiz was taken for the first 10 minutes of class. This was followed by the class presentation of the material posted on the wiki. The class concluded with a summary of the material I provided. I also presented 2–3 mini-case scenarios related to that weeks’ materials on which the class voted the answers. Concerned about active learning as well as providing the requisite information for the course, I designed it to accommodate diverse learning opportunities. I also designed it to accommodate various learning styles of students by providing, for example, the opportunity to develop weekly presentations using creative methods.
336
Pizzi STUDENT REFLECTIONS
The students were given an online survey prior to the course, at midterm and after the course. Since the students had never taken a blended course, this survey was designed to determine student perceptions of both content and delivery method (blended learning). I found the information to be very helpful for future course development. Some of the student reflections are noted below:
Occup Ther Health Downloaded from informahealthcare.com by University of Laval on 07/01/14 For personal use only.
“I became more organized. I also learned how to gather information better in order to improve my reading and comprehension skills.” “Blended learning for me was a big struggle. I am not a fan of online learning, and never was. I learn best in face-to-face interaction, and need to have a real classroom with a teacher and classmates around. As such, I struggled to succeed in this course, more than others.” “While I was skeptical about this experience in the beginning, after learning, and doing all of the assignments I found it to be very interesting and dynamic way of learning.” “My experience with blended learning has been a new way of receiving the information through more than one outlet. Blended learning for me is still a learning process and has taking [sic] up a lot of my time but I am beginning to enjoy having the class partially on line and in person.” “I find myself remembering the factual and discussion based material much better and quicker.” The following questions were designed to determine if students were benefitting from blended learning. Students rated the questions from strongly agree to strongly disagree. As the results show, over time and as a group, they adapted to this “new” approach to learning. N = 29 Question I feel blended learning or having students do work online is easier for the instructor. I am more confident using wikis. I have adapted to this type of learning (blended). I prefer when an instructor teaches the coursework versus me needing to research and discover information. My confidence level in doing my work using online formats is high.
Survey Jan 22
Survey March 15
SA/A = 38% Neutral = 34.5%
SA/A = 36% Neutral = 43%
SA/A = 62% Neutral = 31%
SA/A = 82% SA/A = 64% Neutral = 28.5% SA/A = 32% Neutral = 60%
SA/A = 24% (no SA) SA/A = 43% (SA = 3.5%) Neutral = 38% Neutral = 50% Disagree = 24% Disagree = 3.5%
Survey SA/A = 41% Neutral = 30% SA/A = 74% Neutral = 19% SA/A = 59% Neutral = 41% SA/A = 52% Neutral = 41% SA/A = 59.2% Neutral = 30%
Blended Learning Pedagogy: The Time is Now!
337
Occup Ther Health Downloaded from informahealthcare.com by University of Laval on 07/01/14 For personal use only.
DISCUSSION Developing active learning strategies using blended formats can be challenging, but also extremely rewarding, as noted by some of the student comments. If we, as a profession, are to continue to create best practices in academia to prepare innovative and creative future practitioners, we owe it to them to incorporate technology into our classrooms. Upon reflection, blended learning works best when students are slowly introduced to the format, and when professors are “on-board” with the technology. Practice sessions with students, professional development courses for faculty, and good understanding of a good fit between the curriculum and the pedagogy are suggested. The following are some other lessons learned when using a blended learning format:
• There is a lot of upfront work but your work for the semester is better organized for your students AND yourself. • Students can adapt when made less anxious and taught that learning can be fun and interesting using technology that is familiar to them. • Dealing with computer glitches as a matter of fact and calmly can reduce student anxiety – and have a plan for when they happen! • Repetition of information, and making it readily available to students, may enhance learning and improve student outcomes. • Blended learning is eco-friendly. • Blended and hybrid learning is the future – and the future is now! Rovai and Jordan (2004) note that the development of blended courses create a stronger sense of community for students. They state “the learning environment becomes more learning-centered, with emphasis on active learning through collaboration and social construction of understanding” (p. 11). As we move forward through the 21st century, it is imperative that the occupational therapy profession, continue to create innovations in academia to best meet the occupational needs of students. Declaration of interest: The author reports no conflict of interest. The author alone is responsible for the content and writing of this paper.
ABOUT THE AUTHOR At the time of this writing, Michael A. Pizzi, PhD, OTR/L, FAOTA, is an Assistant Professor at Long Island University, Brooklyn, and has had several years experience in academia. He helped develop a problem-based learning curriculum, and taught in a hybrid post-baccalaureate program. Dr Pizzi has published over 50 journal articles and book chapters, has been a guest editor for three journals, and is coeditor of the textbook Occupational Therapy in the Promotion of Health and Wellness. His research focus has been on community-based health, wellness and quality of life, and the impact of occupation in these areas. Dr Pizzi is founder of the not for profit Touching Humanity, which promotes disability awareness and
338
Pizzi
social and occupational justice through the arts and education. He can be reached at [email protected] or [email protected].
Occup Ther Health Downloaded from informahealthcare.com by University of Laval on 07/01/14 For personal use only.
REFERENCES Buzzetto-More N, & Sweat-Guy R. (2006). Hybrid learning defined. Journal of Information Technology Education, 5, 153–156. Corcoran M, Davidson L, Marr D, & Pizzi MA. (2011). Hybrid learning: A future in occupational therapy. Presentation at the 91st Annual Conference of the American Occupational Therapy Association, Philadelphia: April, 2011. Finn G. (1972). The occupational therapist in prevention programs. American Journal of Occupational Therapy, 26, 59–66. Hollis V, & Madill H. (2006). Online learning: The potential for occupational therapy education. Occupational Therapy International, 13(2), 61–78. Goodyear P, de Laat M, & Lally V. (2006). Using pattern languages to mediate theory–Praxis conversations in design for networked learning. Association for Learning Technology Journal, 14(3), 211–223. Knowles MS, Swanson RA, & Holton III, EF. (2005). The adult learner: The definitive classic in adult education and human resource development (6th ed.). California: Elsevier Science and Technology Books. Rovai AP, & Jordan HM. (2004). Blended learning and sense of community: A comparative analysis with traditional and fully online graduate courses. International Review of Research in Open and Distance Learning, 5(2), 1–13.
Additional resources
• http://blended.online.ucf.edu This is an excellent toolkit for those interested in expanding or developing blended learning initiatives. • http://net.educause.edu/ir/library/pdf/eli80079.pdf This website is a compilation of many resources, sites, and articles on the use of technology and blended learning. • http://www.csuchico.edu/roi/the rubric.shtml This site is an excellent resource for designing rubrics related to online learning. • http://www.teachthought.com/teaching/37-blended-learning-resources-you-canuse-tomorrow/ This site is an excellent resource for free online texts, course information, and videos including use of wikis. • http://www.teachthought.com/blended-learning-2/10popular-blended-learning-resources-teachers-actually-use/ This site is an excellent resource for 10 excellent resources for online teaching including Blackboard.
FROM INSTRUCTIONAL INSIGHT ASSOCIATE EDITOR: ELLEN KOLODNER
Blended Learning Pedagogy: The Time is Now!
Occup Ther Health Downloaded from informahealthcare.com by University of Laval on 07/01/14 For personal use only.
Michael A. Pizzi Department of Occupational Therapy, Long Island University, Brooklyn, New York, USA
ABSTRACT. Pedagogy is rapidly changing. To develop best practice in academia, it is important that we change with the changing needs of students. This article suggests that blended learning is one of the most important pedagogical formats that can enhance student learning, optimize the use of active learning strategies, and potentially improve student learning outcomes. KEYWORDS.
Blended learning, pedagogy
“We are a profession possessing knowledge that is particularly necessary to maintain health of people . . . to move from therapist to change agent demands us to change, but to change in a forward positive way . . .. we must be willing to know more.” —G. Finn, OTR/L, 1972 BLENDED LEARNING: WHAT IT IS AND IS NOT Hybrid courses include face-to-face (in class) interactions with online learning (Buzzetto-More & Sweat-Guy, 2006). Hybrid learning is also known as blended learning due to the blending of online and face-to-face work. According to Hollis and Madill (2006), in their review of online learning research, they concluded that best practice occurs when combining technologies that enhance interactions between students and between students and instructors. Blending the face-to-face learning with active learning assignments and online learning activities facilitates interactions between (a) learner to learner, (b) learner to instructor, and (c) learner to community-based partners. It also promotes lifelong learning through the developed skill of “discovering” information utilizing online activities, while also increasing interactive skills with a variety of others and enhancing engagement (Goodyear
Address correspondence to: Michael A. Pizzi, Assistant Professor, Department of Occupational Therapy, Long Island University, 1 University Plaza, Brooklyn, NY 11201, USA (E-mail: [email protected]). (Received 20 November 2013; accepted 23 November 2013)
333
Occup Ther Health Downloaded from informahealthcare.com by University of Laval on 07/01/14 For personal use only.
334
Pizzi
et al., 2006). Corcoran et al. (2011) state that “hybrid courses encourage instructors to develop new ways to engage their learners online and foster online communities. This greater online interaction will emerge in the classroom as well and in collaborative assignments that allow learners to relate, create and donate” (AOTA, 2011). Blended learning includes such active learning activities such as discussion boards, wikis, podcasts, and iMovies. Different platforms are used such as Blackboard where weekly assignments and all learning activities are posted. Learners must be self-directed and be able to access and use the technology required. They must also be reasonably good with time and activity management. Two of the most important principles of adult learning include: (a) being motivated to learn if there is a perception that the learning will help perform tasks or deal with problems in real life, and (b) that learners learn best when new learning is presented in the context of application to real-life situations (Knowles et al., 2005). Given this, not all students are prepared to engage in online learning. The following information will detail development of a mental health practice course using a blended learning format and will include some student reactions to its implementation.
COURSE DEVELOPMENT AND IMPLEMENTATION At our university, a blended learning initiative was developed to increase the number of blended learning courses campus wide. Given my experience with online learning, I was granted permission to develop the mental health practice course into a blended learning course. This process, while daunting, was also a creative challenge that I welcomed. The syllabus that was approved was 50% online and 50% face to face for the classroom portion. The 50% online consisted of weekly wikis and discussion boards using the Blackboard platform. All materials for each week were posted or completed on Blackboard, including readings, wikis, quizzes, and exams. Written assignments were also uploaded to Blackboard that allowed the professor to comment and grade everything online. This was a 3 hour class with a 2 hour lab. Students were responsible for arriving at class at 9:30 instead of 8:00 am for their face-to-face portion. The class of 28 was divided into five groups that worked together throughout the semester for all assignments. Each group was assigned one of the five assignments each week beginning in week 3 of the course. Wikis were used on Blackboard. Wikis are a content management system where any number of participants can add, delete, modify, and view content of any kind. Anything related to a group project can be posted onto a wiki. I utilize wikis often for group work to help students understand each other’s process. It also helps them develop a cohesive group project. This was the first time this particular group of students were using wikis. In the first class, I introduced them to the concept of a wiki and the students practiced uploading information to a practice wiki, answering three basic questions. All students learned how to use a wiki within one session and had no issues throughout the semester.
Blended Learning Pedagogy: The Time is Now!
335
The online portion of the course using a wiki and discussion boards consisted of the following:
Group
Occup Ther Health Downloaded from informahealthcare.com by University of Laval on 07/01/14 For personal use only.
1.
2.
3.
4.
5.
Assignment Outline the diagnosis and common symptoms of the targeted population (the PERSON); identify the common occupational performance deficits. This group also identifies and describes ONE possible FOR that can be used to guide OT evaluation and intervention. Identify at least five unique interview questions and five occupational observations for that population. Identify and describe at least two valid and reliable assessment tools that an OT might conduct during an evaluation specific to the targeted population. Describe in detail two suggested OCCUPATION-based interventions that would be appropriate for the population. Write up ONE long-term goal (LTG) and TWO short-term goals (STG) related to the LTG for any of the stated activities. This group will PRESENT, in-class, the information the first group posted (approximately 45 minutes). This group must read the wiki, summarize each component, and present the information to the class in an interactive format of the group’s choice. Summarizes the textbook chapters (and/or the readings for the week) and poses two questions on the Discussion Board based on each chapter (at least 3 days prior to class). Answers the textbook questions on the Discussion Board and creates three questions to be asked in class related to the wiki (brought to class) (at least the day before class). Share via posts on a separate Discussion Board summaries of at least three evidence-based articles related to the week’s population, providing the URL and reference.
Learning Outcome Use of readings and external scholarly sources
Increases and uses clinical reasoning skills Insures application and understanding of theory to support practice
Emphasizes teaching-learning Insures that there is some reading of the materials
Insures that textbook chapters are read
Insures that textbook chapters and the wiki materials are read Develops scholarship and demonstrates need for evidence to support practice
Each week, the groups rotated the assignments, so that each completed the larger assignment (see Group 1) at least twice throughout the semester. Quizzes, midterm and final questions were developed from the wiki posts as well as the discussion board posts and the readings. Besides online work, students developed resource notebooks, completed a short paper on short-term programs they led in their Fieldwork Level I, and completed a major paper on mental health program development choosing one of three case scenarios I provided. Students were assigned weekly readings and were given an online quiz that consisted of 10 questions. The quiz was taken for the first 10 minutes of class. This was followed by the class presentation of the material posted on the wiki. The class concluded with a summary of the material I provided. I also presented 2–3 mini-case scenarios related to that weeks’ materials on which the class voted the answers. Concerned about active learning as well as providing the requisite information for the course, I designed it to accommodate diverse learning opportunities. I also designed it to accommodate various learning styles of students by providing, for example, the opportunity to develop weekly presentations using creative methods.
336
Pizzi STUDENT REFLECTIONS
The students were given an online survey prior to the course, at midterm and after the course. Since the students had never taken a blended course, this survey was designed to determine student perceptions of both content and delivery method (blended learning). I found the information to be very helpful for future course development. Some of the student reflections are noted below:
Occup Ther Health Downloaded from informahealthcare.com by University of Laval on 07/01/14 For personal use only.
“I became more organized. I also learned how to gather information better in order to improve my reading and comprehension skills.” “Blended learning for me was a big struggle. I am not a fan of online learning, and never was. I learn best in face-to-face interaction, and need to have a real classroom with a teacher and classmates around. As such, I struggled to succeed in this course, more than others.” “While I was skeptical about this experience in the beginning, after learning, and doing all of the assignments I found it to be very interesting and dynamic way of learning.” “My experience with blended learning has been a new way of receiving the information through more than one outlet. Blended learning for me is still a learning process and has taking [sic] up a lot of my time but I am beginning to enjoy having the class partially on line and in person.” “I find myself remembering the factual and discussion based material much better and quicker.” The following questions were designed to determine if students were benefitting from blended learning. Students rated the questions from strongly agree to strongly disagree. As the results show, over time and as a group, they adapted to this “new” approach to learning. N = 29 Question I feel blended learning or having students do work online is easier for the instructor. I am more confident using wikis. I have adapted to this type of learning (blended). I prefer when an instructor teaches the coursework versus me needing to research and discover information. My confidence level in doing my work using online formats is high.
Survey Jan 22
Survey March 15
SA/A = 38% Neutral = 34.5%
SA/A = 36% Neutral = 43%
SA/A = 62% Neutral = 31%
SA/A = 82% SA/A = 64% Neutral = 28.5% SA/A = 32% Neutral = 60%
SA/A = 24% (no SA) SA/A = 43% (SA = 3.5%) Neutral = 38% Neutral = 50% Disagree = 24% Disagree = 3.5%
Survey SA/A = 41% Neutral = 30% SA/A = 74% Neutral = 19% SA/A = 59% Neutral = 41% SA/A = 52% Neutral = 41% SA/A = 59.2% Neutral = 30%
Blended Learning Pedagogy: The Time is Now!
337
Occup Ther Health Downloaded from informahealthcare.com by University of Laval on 07/01/14 For personal use only.
DISCUSSION Developing active learning strategies using blended formats can be challenging, but also extremely rewarding, as noted by some of the student comments. If we, as a profession, are to continue to create best practices in academia to prepare innovative and creative future practitioners, we owe it to them to incorporate technology into our classrooms. Upon reflection, blended learning works best when students are slowly introduced to the format, and when professors are “on-board” with the technology. Practice sessions with students, professional development courses for faculty, and good understanding of a good fit between the curriculum and the pedagogy are suggested. The following are some other lessons learned when using a blended learning format:
• There is a lot of upfront work but your work for the semester is better organized for your students AND yourself. • Students can adapt when made less anxious and taught that learning can be fun and interesting using technology that is familiar to them. • Dealing with computer glitches as a matter of fact and calmly can reduce student anxiety – and have a plan for when they happen! • Repetition of information, and making it readily available to students, may enhance learning and improve student outcomes. • Blended learning is eco-friendly. • Blended and hybrid learning is the future – and the future is now! Rovai and Jordan (2004) note that the development of blended courses create a stronger sense of community for students. They state “the learning environment becomes more learning-centered, with emphasis on active learning through collaboration and social construction of understanding” (p. 11). As we move forward through the 21st century, it is imperative that the occupational therapy profession, continue to create innovations in academia to best meet the occupational needs of students. Declaration of interest: The author reports no conflict of interest. The author alone is responsible for the content and writing of this paper.
ABOUT THE AUTHOR At the time of this writing, Michael A. Pizzi, PhD, OTR/L, FAOTA, is an Assistant Professor at Long Island University, Brooklyn, and has had several years experience in academia. He helped develop a problem-based learning curriculum, and taught in a hybrid post-baccalaureate program. Dr Pizzi has published over 50 journal articles and book chapters, has been a guest editor for three journals, and is coeditor of the textbook Occupational Therapy in the Promotion of Health and Wellness. His research focus has been on community-based health, wellness and quality of life, and the impact of occupation in these areas. Dr Pizzi is founder of the not for profit Touching Humanity, which promotes disability awareness and
338
Pizzi
social and occupational justice through the arts and education. He can be reached at [email protected] or [email protected].
Occup Ther Health Downloaded from informahealthcare.com by University of Laval on 07/01/14 For personal use only.
REFERENCES Buzzetto-More N, & Sweat-Guy R. (2006). Hybrid learning defined. Journal of Information Technology Education, 5, 153–156. Corcoran M, Davidson L, Marr D, & Pizzi MA. (2011). Hybrid learning: A future in occupational therapy. Presentation at the 91st Annual Conference of the American Occupational Therapy Association, Philadelphia: April, 2011. Finn G. (1972). The occupational therapist in prevention programs. American Journal of Occupational Therapy, 26, 59–66. Hollis V, & Madill H. (2006). Online learning: The potential for occupational therapy education. Occupational Therapy International, 13(2), 61–78. Goodyear P, de Laat M, & Lally V. (2006). Using pattern languages to mediate theory–Praxis conversations in design for networked learning. Association for Learning Technology Journal, 14(3), 211–223. Knowles MS, Swanson RA, & Holton III, EF. (2005). The adult learner: The definitive classic in adult education and human resource development (6th ed.). California: Elsevier Science and Technology Books. Rovai AP, & Jordan HM. (2004). Blended learning and sense of community: A comparative analysis with traditional and fully online graduate courses. International Review of Research in Open and Distance Learning, 5(2), 1–13.
Additional resources
• http://blended.online.ucf.edu This is an excellent toolkit for those interested in expanding or developing blended learning initiatives. • http://net.educause.edu/ir/library/pdf/eli80079.pdf This website is a compilation of many resources, sites, and articles on the use of technology and blended learning. • http://www.csuchico.edu/roi/the rubric.shtml This site is an excellent resource for designing rubrics related to online learning. • http://www.teachthought.com/teaching/37-blended-learning-resources-you-canuse-tomorrow/ This site is an excellent resource for free online texts, course information, and videos including use of wikis. • http://www.teachthought.com/blended-learning-2/10popular-blended-learning-resources-teachers-actually-use/ This site is an excellent resource for 10 excellent resources for online teaching including Blackboard.
