While the "Program in Course Redesign" was heralded by Twigg as an "unqualified success,"  it seems that cost savings were achieved mostly by alterations in the assignments of personnel time and ratios of students to instructors. As Twigg commented, "The differences are directly attributable to the different design decisions made by the teams, especially regarding what to do with the faculty time that was saved."

Scalability of Blended Instruction

Distance education is an alternative for students who are otherwise unable to participate in on-campus courses, but few colleges have leveraged the technologies for students enrolled on campus. In a report to the University of California Regents, Murphy (2003) said, "To have a truly revolutionary effect on instruction in general, however, requires that these innovations be scalable to other instructors and courses, and that they be strategically implemented to meet pedagogical goals" (para 3). In order to make such innovations scalable, it is necessary to consider the current and emerging possibilities for applications of technology to course elements.

Scalability is the capability to serve a larger number of users without degradation or major changes in existing procedures. Asynchronous delivery seems to be the only viable, scalable method. Synchronous technology cannot reduce costs (i.e., two-way interactive video, one-way video with two-way audio, and closed-circuit, and satellite), because it requires the instructor and students to meet at a particular time and location, and it only marginally increases the number of students who may participate. While costs increase because of the need for equipment at all sites, and there are additional charges for uplinking, salaries of non-instructional personnel, and so forth, the major factor is the constrained number of students who can be served in real time. The asynchronous model is potentially more cost effective if it can serve more students. Asynchronous delivery on the WorldWideWeb (WWW) can result in cost savings, depending upon how many students may enroll. However, many institutions restrict enrollments in distance education.

The more effective the technological delivery, the more likely the lesson will match or surpass traditional lecture. Many applications of technology in lecture classes are add-on slideshows, which often become the basis for online content. As online delivery becomes more intelligent, perhaps with cognitive modeling that personalizes instruction and adjusts automatically to each student's characteristics, online tutorial instruction will become increasingly important. Davis and Ragsdell (2000) reported on the adaptation of the Keller personalized system of instruction (PSI) that used "appropriately sized learning modules" consisting of audio, video, and dynamic textual content to replace the lecture portion of a course. The PSI relies on greater structure, shorter learning steps, reduced verbal loads and self-pacing. The student advances to the next topic upon mastery of each unit, and there is an emphasis on  repeated testing and immediate scoring (Keller, 1968, p. 83)

As a capital-intensive strategy, many more students must be served with the same number or fewer instructors. An asynchronous model can be scalable to permit realignment of faculty resources with technology, rather than attempting to expand faculty resources to meet load demands created by the conventional organizational pattern (i.e., instructors x  time slots x  seats). This can also reduce the physical demands and costs associated with classrooms and lab use.

Elements of Blended Instruction

The blend of adaptations and technology may be important in both cost savings and in learning enhancements. Consideration should be given to the various aspects of a course including (a) lecture, (b) self-study, (c) application, (d) tutoring, (e) collaboration and (f) evaluation.

Lecture.  Several techniques are used to improve the lecture in addition to general guidelines for an effective lecture. An innovation at the City University of New York is peer-led teaching. Students who have previously done well in the course become guides and mentors to assist a new class of students through difficult course content. They are less expensive than graduate teaching assistants. The University of Waikato has experimented with a course in management information using a student-centered approach as an alternative to lecture with tutorials, a workbook, and assessment, where students spend their time in class in small groups to discuss their work rather than listen to lectures.

One of the easiest innovations is streaming video and/or audio. A lecture equivalent in multimedia can be a simple video of the actual lecture delivered to a class, but more desirable would be video segments specifically designed for each concept. The Michigan State University physics department uses a web site as a lecture in physics rather than as a substitute for a textbook. Professor Matt Nickerson uses streaming video for Humanities 1010 at South Utah University. An example of streaming audio that employs voice over with graphics is a course by Ed Meyen at the University of Kansas. Cal Poly Pomona has an interactive physics course.

The computer can provide content for a lecture as text, slide presentations, or a sophisticated tutorial. This can help overcome time and manpower barriers, and any content in an electronic form can be easily corrected or revised. A computer simulation can be an effective method of providing students with skills, knowledge, and realistic applications of knowledge. Examples of simulations are at Cornell in physics and the International Communication and Negotiation Simulations at the University of Maryland.

Some devices used by professors to break up lecture are (a) Think-Pair-Share, where students write for a minute or so then discuss with another student and reach consensus, and may be called upon to share with the class (Creed, 1996); (b) One Minute Paper, where students write their names on a paper and briefly answer questions, such as "What was the most important point made in class today?" (Angelo & Cross, 1993); Traveling File, where questions are placed in a "traveling file," the class is divided into discussion groups, and each group receives a different file, which they open, discuss and respond, place the answer in the folder, and the process continues until all groups have answered all questions, which are then read to the class by the instructor (Karre, 1994). Some universities use electronic response pads in large classes to electronically take attendance, give examinations, and poll students during lectures. Obviously, these strategies may improve interaction and student engagement, but they will not necessarily reduce costs.

Self-study. Most courses require one or more textbooks, which is often the content of the course. Some professors require 2 or 3 textbooks for a course. In introductory courses there is sufficient duplication of content on the Internet to be used in place of textbooks, and professors who are competent in their disciplines can create their own multimedia applications to substitute for books. However, textbook costs are totally absorbed by students and represent no savings to the institution.

Application. Common application techniques include experiments and activities in labs, writing terms papers, and conducting research. Problem-based learning (PBL) has been suggested as an authentic learning activity to replace or supplement current methodologies (West, 1992). PBL has been most widely employed in medical schools but also in pharmacy, nursing, and dentistry (Vernon & Blake, 1993; Bridges & Hallinger, 1991). PBL is considered to be learning in context (Collins, Brown, & Newman, 1989). Rather than lectures, notes, and examinations, students are presented ill-structured problems from the real world. Cognitive coaching is a critical component. While students actively define problems and construct potential solutions, a teacher (model, coach) avoids directing the group but assists them in defining their problems and organizing to solve them. Examples of PBL are at the University of Delaware and   McMaster University. It is difficult to see how savings can be achieved by means of PBL, which can actually require a lower ratio of instructors to students. Only in the case of replacement of labs through computerized simulation, there do not seem to be many areas in this category that are susceptible to significant cost savings.

Tutoring. A number of university courses employ a variety of interactive courseware and computer-assisted instruction for students. Publishing companies are providing both CD-ROMs and online content for students as a supplement to their paper content. The use of Java and Flash in the development of specific tutorials is enjoying growth. Harvey Mudd College provides online tutorials in calculus, and The University of SheffieldPurdue University, and Oxford University have tutorials in chemistry online. While these technological applications may improve student engagement, they cannot result in cost savings unless they replace substantial portions of lecture or extend the impact of an instructor across several sections.

Collaboration. In recent years there has been a growing interest in the use of collaborative models of learning in higher education, especially the use of cooperative learning techniques (Slavin, 1987). Cooperative Learning is a way to use small groups to get students to work together to increase their achievement. Drake University maintains a web site for its faculty on active and collaborative learning. The International Association for the Study of Cooperation in Education maintains a web site and provides a newsletter of interest to higher education professionals.

Many professors in distance education use electronic Listservs and Forums or Threaded Discussions, and these can be used in conjunction with a didactic course. Computers to support cooperative learning and team work is also known as groupware or computer-supported cooperative work (CSCW). Interactive Technology Publishing provides a comprehensive list of resources. A tool that may have application for online collaboration is a Wiki, derived from the Hawaiian meaning "quick." There are many Wiki "communities" online that provide access so that members can have the rights to edit a common web document. As in other instances mentioned above, these strategies do not necessarily reduce demands on instructors nor result in savings.

Communication. In addition to the tools of Listserv and Forums, chat and e-mail can be used for communication among students and the instructor. With rare exceptions, it is probably true that most professors and students use e-mail. Oxford University provides a thoughtful consideration of the uses and problems associated with using e-mail in teaching.
Like other technology applications, there seem to be little direct savings in cost, although any form of electronic communication that reduces faculty conferences in real time may result in a savings.

Evaluation. A restriction in any large class is the limitation on conducting frequent, formative assessments. With computer-adapted testing (CAT), immediate results can be used for formative evaluation rather than only summative. CAT differs from ordinary test administration because items can be selected from a large pool of equated items based on probes that estimate the subject's ability according to response patterns. The CAT establishes a testing "floor" and "ceiling" by presenting a subject with an item of medium difficulty that is followed by a simpler or more difficult item, depending upon the student's responses. If a CAT is not feasible, many software programs have their own item banks and it is not difficult to import item banks from other sources so colleges can create their own. By aggregating item banks in a continuum of task difficulty according to the curriculum, formative assessment can be made more meaningful. If the purpose of assessment is understood to be that of assisting students to recognize that they are learning what is intended, providing frequent feedback to students and teachers is an obligation. This represents assessment of the highest validity.
Computerized testing may result in a savings in time and real costs. This use of technology can result in some savings if paper is replaced with electrons.

The following table shows a range of possible adaptations that can be used in large classes, including adaptations of traditional course methods and technological alternatives.

Adaptations and Alternatives
Course Element
Traditional Course
Adaptations
Technological Alternative
Lecture didactic lecture peer-led teaching
slide presentations

student-centered class

think-pair-share

one minute paper

line estimate

traveling file

case study

discovery model

scheduled labs

discussion sections

electronic response pads
computer-assisted instruction
streaming video

streaming audio

computer simulation

web-based lecture

tutorial
Self-study textbook and readings
notetaking

study skills
study groups
journal
alternative text
audio text

computer-assisted instruction

streaming video

streaming audio

computer simulations

web-based lectures

tutorial

blog
Application labs
papers

conducting research
Problem-based learning (PBL)
tutors

peer tutors
computer-assisted instruction
tutorial and simulation

online tutorial
Collaboration labs 
student-centered class

think-pair-share

one minute paper

line estimate

traveling file
cooperative learning listserv
forum

threaded discussion

Computer-supported cooperative work (CSCW)

Wiki
Tutoring Individualized instruction 
programmed learning
peer tutors computer-assisted instruction 
online tutorial

virtual reality 

intelligent tutoring systems
Communication meet during office hours chat
e-mail
Evaluation quizzes
tests
computerized tests computer-adapted testing (CAT)
item bank

electronic portfolio

 

Cost Savings Targets in Blended Instruction

The productivity measure in higher education is the "student-credit hour," which is variable from one institution to another. The productivity of an instructor is determined by both the "course load" (how many courses are taught in a semester) and the student-credit hours generated. For about a century, the "student credit hour" has been accepted as a common measure of productivity in higher education in the United States, and it is widely used to compare distributions of work within and across programs and institutions. The credit-hour measure is used to report the cost of instruction per student hour and to assess cost-effectiveness and productivity for entire institutions, colleges, departments, and individual instructors.

Faculty load is more subject to the vagaries of local policies and not directly interpretable, since in some institutions, and depending upon market forces, there are significant differences in what constitutes a load. In a non-research institution, for example, a full load may be 4 or 5 courses per semester. In a research institution, part of the load may be for "research," either because the faculty member must "buy" out release time from teaching with funded research or is provided with some portion of load to conduct research. Thus, a professor may have two or three courses. In areas where there are shortages of professors, higher salaries are paid for essentially the same duties and the work load may be lighter because of supply and demand negotiations. For example, if professors in the business school are in short supply, they can command higher salaries than professors in other colleges where candidates are more plentiful, and they can negotiate smaller classes and lighter loads.

Despite its flaws, the student credit hour is the basis for work loads, student outcomes, cost per student, and other measures. Using this crude measure, it is obvious that large classes are cost-effective, in the sense that it is economical for services received for the money spent, especially if the instructor has a low salary. The main lesson learned in the "Course Redesign" project (Twigg, 2003) seems to be that increasing student-credit hours per instructor saves money. There are two ways to do this, (a) large lecture classes or (b) lectures supplanted by online tutorials. In fact, closer examination of the results reported by Twigg shows that the main savings were accounted for by increasing the student credit hours for instructors. The largest percentage savings, ranging from 37 to 77 percent, can be attributed to this. In fact, at Virginia Tech, which posted a 77% savings, 40-student sections were managed by one instructor at .50 load using an online course-delivery method. In effect, distance education was used for on-campus students.

Another potentially significant way to save costs may be through some form of reusable learning objects (RLO). Research in this area has been underway for a number of years in the hope that knowledge, or rather information, can be chunked and tagged (i.e., text, graphics, videos, audios, databases, and so forth) with XML (Extensible Markup Language) and placed in a database to be shared and easily reused to generate a course of instruction according to standards adopted under the "Sharable Content Object Reference Model" (SCORM) and accessed by means of a Learning Management System (LMS). Apparently there remains a considerable amount of work to do before this can be achieved, if it ever can, but the concept could be applied to the static elements of course content without a sophisticated database structure. That is to say, a university or a group of cooperating developers could create content strands that are important for introductory courses and retain them in a repository, share them, and reduce the need for revisions and course creation each semester without SCORM or an LMS.

Developing a repository of content that can be used now and in the future will save time, money, and effort by replacing lectures and reducing course preparation, a truly capital-intensive strategy. With greater responsibility for content delivery shifted to technology, it is theoretically possible that fewer instructors would be needed. In many courses in psychology, chemistry, mathematics, humanities, statistics, and so forth, much course content is identical semester after semester and unlikely to change much in the future. By tying electronic instructional units to tests and activities, a comprehensive body of courseware could be developed that would be serviceable with little maintenance for many semesters to come.

Some academics regard "capital-for-labor" as a "Taylorization" of academic labor (Hanley, 2002). Technology threatens faculty who fear technological displacement. Of course, almost all industries have been affected by technology, either through elimination of entire industries or replacement of human labor with more efficient automation. That it may also occur in higher education is not inconceivable. This is not necessarily a zero-sum alternative, because before deciding that technology will merely "industrialize teaching and learning and degrade academic labor," as asserted by Hanley, instructional issues should be considered as they now exist for large lecture classes. Large lecture classes are not necessarily effective for student learning and motivation, regardless of the cost differential. If technological adaptations improve student engagement, provide content that matches learning styles, allow self-pacing, accommodates different learning rates, and frees the instructor's time for applications and higher-order thinking rather than expository lectures, large lecture classes will be difficult to justify regardless of the consequences for the employment of professors. Warehousing students cannot be defended on any grounds other than costs.

Conclusion

"Blended Learning" is some combination of  technology and traditional classroom instruction that may improve learner outcomes and/or save costs. Any resource can be conceptualized according to how it targets such barriers as cost, time, convenience, and quality of instruction. The way elements are blended can depend upon a variety of local factors related to the average faculty and staff salaries, faculty work assignments, support staff, and related facilities costs, but clearly the most important factor is faculty salary and work load. How these interact with development, delivery, and maintenance costs will determine the extent of savings. While students and faculty are dissatisfied with large lecture classes, synchronous instruction will not reduce costs. Asynchronous instruction can reduce costs, depending upon the number of students enrolled. If technological applications can be effective in teaching and learning, they may be used to reduce college instructional costs and extend other benefits that are currently unavailable on the college campus. Greater reliance on technology might result in several benefits: (a) equivalent or improved instruction, (b) an engaged model of  learning, (c) accelerated completion of courses, (d) self-paced or personalized instruction (e) reduced dropout and reenrollments in the same courses, and (f) reduction of course duplication and redundancy. But the future of blended learning or instructional technology in higher education will most likely be determined by how instructional issues are negotiated between administrators and faculty, an issue between management and labor.



References

Angelo, T.A. & Cross, K.P. (1993). Classroom Assessment Techniques, 2nd ed., Jossey-Bass, San Francisco, pp. 148-153.

Bridges, E. M., & Hallinger, P. (1999). Problem-based learning in medical and managerial education. Paper presented for the Cognition and School Leadership Conference of the National Center for Educational Leadership and the Ontario Institute for Studies in Education, Nashville, TN.

College Board. Trends in College Pricing 2001. Washington, D.C.: 2001

Collins, A., Brown, J.S., and Newman, S. (1989). Cognitive apprenticeship: Teaching the craft of reading, writing and mathematics. In L.B. Resnick (Ed.) Knowing, learning and instruction: Essays in honor of Robert Glaser. Hillsdale, NJ: Lawrence Erlbaum.

Creed, T. (1996). Think-Pair-Share-DISCUSS. Cooperative Learning and College Teaching,  7:1, 1996.

Davis, R.L. & Ragsdell, K.M.(2000). Design of an Effective, Web-Based, Global Learning Environment Using the Keller Plan. Paper presented at the International Network for Engineering Education and Research Conference, Tapei, Taiwan [Online] http://www.ineer.org/Events/ICEE2000/Proceedings/papers/WB5-1.pdf

Dieterle, E. (2002). Students turn to loan consolidation as debt-management tool. NextStudent. [Online]
http://www.nextstudent.com/pressRelease/consolidation.htm Online: June 7, 2002

Felder, R.M.  (1997). Beating the numbers game: Effective teaching in large classes. North Carolina State University. [Online] http://www.ncsu.edu/effective_teaching/Papers/Largeclasses.htm

Instructional Technology Planning Board. (2003). Blended Instruction Pilot. What is meant by blended instruction? UCLA. [Online] http://www.itpb.ucla.edu/documents/2003/Feb052003/BlendedInstructionPilot.pdf

Karre, I. (1994). Busy, noisy and powerfully effective: cooperative learning tools in the college classroom. Greeley, CO: University of Northern Colorado.

Keller, F. S. (1 968) Goodbye, Teacher. Journal of Applied Behavior Analysis, 1, 79-89.

Leff, J. (2002). Profs of large classes engage in dialogue: Faculty forum addresses teaching practices. [Online]
Cornell Daily Sun.Com, http://www.cornelldailysun.com/articles/4231/

Murphy, P. (2003). The hybrid strategy: Blending face-to-face with virtual instruction to improve large section courses. University of California Regents. Teaching, Learning, and Technology Center. [Online] http://www.uctltc.org/news/2002/12/feature_print.html

Slavin, R.S. (1987). Cooperative learning and the cooperative school. Educational Leadership, Vol. 45, Num. 4, p. 7-13.

Twigg, C.A. (2003) Improving Learning and Reducing Costs: Lessons Learned from Round I of the Pew Grant Program in Course Redesign  [Online] http://www.center.rpi.edu/PewGrant/Rd1intro.html

Vernon, D. T., & Blake, R. L. (1993). Does problem-based learning work? A meta-analysis of evaluative research. Academic Medicine, 68(7) 550-563.

West, S.A. (1992). Problem-Based Learning--A Viable Addition for Secondary School Science. School Science Review, 73:265, p. 47-55.

Young, J.F. (2002). 'Hybrid' teaching seeks to end the divide between traditional and online instruction. [Online]
The Chronicle of Higher Education. http://chronicle.com/free/v48/i28/28a03301.htm


Online Journal of Distance Learning Administration, Volume VI, Number IV, Winter 2003
State University of West Georgia, Distance Education Center
Back to the Online Journal of Distance Learning Administration Contents