THE SLOAN-C PILLARS AND BOUNDARY OBJECTS AS A FRAMEWORK FOR EVALUATING BLENDED LEARNING

Mark Laumakis, Charles Graham, Chuck Dziuban

Abstract


The authors contend that blended learning represents a boundary object; a construct that brings together constituencies from a variety of backgrounds with each of these cohorts defining the object somewhat differently. The Sloan-C Pillars (learning effectiveness, access, cost effectiveness, student satisfaction, and faculty satisfaction) provide a foundation for the evaluation of asynchronous learning networks that works equally well for the evaluation of blended learning environments. The Pillars and a simplified model of a learning system, focus on inputs, processes, and outputs, and provide the framework for a case study of blended learning design and evaluation in a 500-student section of an Introductory Psychology course. Results of a multi-method evaluation of this course indicated very high levels of both learning effectiveness and student satisfaction. The article concludes with the suggestion that blended learning may represent a black swan, a high-impact, unpredicted, and rare event that highlights the limitations of our ability to reliably predict the future in any arena, including online learning environments.


Keywords


Blended Learning,Sloan-C Pillars,Boundary Object,Evaluation,Student Satisfaction,Black Swan

Full Text:

PDF

References


Simon, P. Slip slidin away. Greatest Hits, Etc. Colombia Records.

Graham, C. R. Blended learning systems: Definition, current trends, and future directions. In C.J. Bonk & C.R. Graham (Eds.), Handbook of Blended Learning: Global Perspectives, Local Designs, 3–21. San Fransisco, CA: Pfeiffer, 2006.

Picciano, A. G. Blending with purpose—The multimodal model. Presentation at Sloan-C Workshop on Blended Learning, Chicago IL, 2008.

Bowker, G. C. & S. L. Star. Sorting Things Out: Classification and its Consequences, 297. Cambridge, MA: MIT Press, 1999.

Lorenzo, G., & J. C. Moore. The Sloan Consortium report to the nation: Five pillars of quality online education. Retrieved July 8, 2008 from http://www.sloan-c.org/effective/pillarreport1.pdf, 2002.

Vignare, K. Review of literature blended learning: Using ALN to change the classroom—will it work? In A. G. Picciano & C. D. Dziuban (Eds.), Blended Learning: Research Perspectives, 37–63. Needham, MA: Sloan Consortium, 2007.

Graham, C. R. & C. Dziuban. Research and issues related to blended learning environments. In J. M. Spector, M. D. Merrill, J. J. G. van Merrienboer & M. P. Driscoll (Eds.), Handbook of Research on Educational Communications and Technology (3rd ed.), 269–276. Mahwah, NJ: Lawrence Earlbaum Associates, 2008.

Piccano, A. G. & C. D. Dziuban. Blended Learning: Research Perspectives. Needham, MA: Sloan-C, 2007.

Mazur, E. Peer Instruction: A User’s Manual. Boston, MA: Addison Wesley, 1996.

Laumakis, M., M. Bober, J. Frazee & J. Julius. Meeting online or face-to-face in high-enrollment, introductory courses: What’s the right blend? Poster Presentation at October 2007 Educause Conference, Seattle, WA.

IDEA: http://idea.ksu.edu/StudentRatings/index.html.

Taleb, N. N. The Black Swan: The Impact of the Highly Improbable. New York, NY: Random House Press, 2007.

Johnson, S. The Ghost Map: The Story of London’s Most Terrifying Epidemic—And How it Changed Science, Cities, and the Modern World, 162. New York: NY. The Penguin Group, 2006.




DOI: http://dx.doi.org/10.24059/olj.v13i1.1679



Copyright (c) 2019 Mark Laumakis, Charles Graham, Chuck Dziuban