Blended Algebra One
Florida Center for Research in
Science, Technology, Engineering and Mathematics
2012 Conference
St. Petersburg, Florida
Thursday, December 6, 2012
Rhonda L. Williams, M.S.
University of Florida
rlwms@ufl.edu
http://blendedalgebraone.wordpress.com
Background of Virtual Courses
• Increasingly popular to provide on-line
courses
• Initially developed to accommodate nontraditional students
• New Florida legislation about virtual courses
Highlights of Virtual Education
• Positive
– Flexibility
– Asynchronous
– Location is not an issue
• Negative
– Learners must be self-discipline or have the
support to complete tasks in timely manner
– Lack of physical contact with instructor and peers
LET’S EXPLORE
THE BLENDED MODEL
Blended/Hybrid Model
• Course that blends online and faceto-face delivery
–Substantial proportion of the content
is delivered online
–Typically uses online discussions and
some face-to-face meetings.
The Sloan Consortium Definition
• Bonk & Graham (2005) noted that
learners did not want to sacrifice the
social interaction for the convenience
of the online environment.
Notes on Blending
• Assignments are
flexible
• Social interaction with
peers
• Physical availability of
the instructor
•If not properly
designed it will
not create the
ultimate
learning
opportunity.
• Students will need to be
encouraged and required to
complete assignments in a timely
manner.
Barriers to using a Blended model
• Time
–Required to Plan
• Technology
–Access on campus
and off campus
• Support
–Administrative
–Departmental
Steps to considering when
creating a blend
•Why?
•What?
•How?
•Is it helpful?
RESOURCES
www.edmodo.com
www.Kutasoftware.com
www.interactmath.com
www.jing.com
www.socrative.com
www.educreation.com
Additional RESOURCES
•
•
•
•
•
http://flippedlearning.org/
http://flippedclassroom.org/
http://www.infinitethinking.org/index.html
http://www.schoolwires.com/Page/268
http://www.brianbennett.org/fln/techsmithflnbookmark.p
df
• http://www.thedailyriff.com/articles/the-flipped-classmanifest-823.php
• http://www.thedailyriff.com/articles/the-flipped-classwhat-does-a-good-one-look-like-692.php
The Blended Model
An Example of an Algebra 1 Module
My Example
• http://blendedalgebraone.wordpress.com/about/
• Student View
• Instructor View
Questions & Answers
Thank You for
Attending 
Rhonda L. Williams, M.S.
rlwms@ufl.edu
REFERENCES
Ally, M. (2004). Foundations of Educational Theory . Theory and Practice of Online
Learning. Athabasca University Press: CA.
Bonk, C. & Graham, C. (2005). Handbook of blended learning: Global perspectives,
local designs. Part 1, Introduction. 1-21.San Francisco, CA:Pfeiffer Publishing.
Hughes, J. E., Mcleod, S., Brown, R., Maeda, Y. & Choi, J. (2007). Academic
achievement and perceptions of the learning environment in virtual and
traditional secondary mathematics classrooms. The American Journal of
Distance Education, 21(4), 199-214.
Kodippili, A. & Senaratne, D. (2008). Is computer-generated interactive mathematics
homework more effective than traditional instructor-graded homework? British
Journal of Educational Technology, 39(5), 928-932.
National Council of Teachers of Mathematics. (2000). Principles and Standards for
School Mathematics. NCTM: Reston, VA
Picciano, A. (2009). Blending with a Purpose: The Multimodal Model. Journal of
Synchronous Learning Networks, 13 (1), 7-18.
Weems, G. (2002). Comparison of beginning algebra taught onsite versus online.
Journal of Development Education, 26 (1), 10-18.