Abstract
In this presentation, we will share a pilot assessment project to better understand students and instructor perspectives in a blended Intensive Beginning Italian course at Wellesley College. Daniela Bartalesi-Graf created and taught the Intensive Beginning Italian course last semester, fall 2014, as the first blended course on the Wellesley College campus. After presenting a brief overview of the course, we will go into the details concerning both quantitative and qualitative data collection and analysis used in the pilot assessment. Participants of the session will have the opportunity to examine the different assessment instruments we used, such as an on-line survey, students’ course evaluations, instructor interviews, and classroom discourse analysis. The results of the assessment project point to the need of a multidimensional approach to better understand and evaluate blended classrooms. During the presentation, we will also discuss possible ways in which students’ on-line interactions can be incorporated into the assessment of blended courses. One of the goals of the session is to involve participants in a dialogue to exchange ideas of possible research tools to investigate student learning in blended courses.
Session
Session 6B. But Does it Work? Research and Assessment of Blended Learning at Liberal Arts Colleges
Location
Dalton 119
Start Date
5-21-2015 10:30 AM
End Date
5-21-2015 11:45 AM
A Multi-Dimensional Approach to Understanding Blended Learning Courses: a Pilot Assessment Project of a Blended Intensive Beginning Italian Course
Dalton 119
In this presentation, we will share a pilot assessment project to better understand students and instructor perspectives in a blended Intensive Beginning Italian course at Wellesley College. Daniela Bartalesi-Graf created and taught the Intensive Beginning Italian course last semester, fall 2014, as the first blended course on the Wellesley College campus. After presenting a brief overview of the course, we will go into the details concerning both quantitative and qualitative data collection and analysis used in the pilot assessment. Participants of the session will have the opportunity to examine the different assessment instruments we used, such as an on-line survey, students’ course evaluations, instructor interviews, and classroom discourse analysis. The results of the assessment project point to the need of a multidimensional approach to better understand and evaluate blended classrooms. During the presentation, we will also discuss possible ways in which students’ on-line interactions can be incorporated into the assessment of blended courses. One of the goals of the session is to involve participants in a dialogue to exchange ideas of possible research tools to investigate student learning in blended courses.