Beyond, Talk, Chalk, & Test: A Case Study in Large Lecture Class Mixed-Mode Instruction

Acceptance Letter

-----Original Message-----
From: R G [mailto:G@G]
Sent: Monday, September 01, 2003 2:20 AM
To: gL@G
Subject: EMI special issue

Dear colleague,

Thank you for submitting an abstract to Educational Media International for the special issue on distributed learning environments. We received a higher than expected number of submissions and have only a limited space in the journal. We are therefore pleased to accept your paper for the special issue.

Since there were so many high quality submissions, we have agreed in consultation with the Editor of the journal to publish two special issues on distributed learning environments next year. We will ask you to keep the original deadlines to allow the greatest flexibility in the organisation of the issues. EMI prefers that articles stay beneath a maximum of 5000 words since there is a limit on the number of pages per issue. In addition, please reduce your abstract if necessary to the required 100-150 words, though this is elastic to about 250 words.

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Full papers are due Friday 31 October 2003

Any changes based on peer review should be resubmitted by 19 December 2003

Publication March 2004

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R L

Associate Professor R M. G

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ABSTRACT SUBMITTED BY:

Robin Y. Mabry-Hubbard, Principal Researcher

University of Missouri- Columbia

Research Project: IRB #1004044; “Management 202 -- Technology Assisted Learning“

AUTHORS: Robin Y. Mabry-Hubbard, (ryh352@mizzou.edu)

Principal Researcher

School of Information Science and Learning Technologies

College of Education

University of Missouri – Columbia

Columbia, Missouri USA

Charles Franz. PhD

Research Advisor; Researcher

College of Business

University of Missouri – Columbia

Columbia, Missouri USA

CALL FOR PAPERS: Special Issue:

Distributed Learning Environments: the convergence of distance and campus-based learning

Submissions due Friday, 22 August 2003

Journal publishing date: March 2004

Accepted, Final Manuscripts due Friday, 31 October 2003

Peer review Changes re-submitted by 19 December 2003

Publication March 2004

This just confirms the editor received the updated copy of the paper and accepted it.

This is the Read (display) receipt of the original paper sent on October 31.

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From: gL@G [mailtog@a]

Sent: Saturday, November 01, 2003 5:31 PM

To: Robin Y. Mabry_Hubbard

Subject: Return Receipt (displayed) - Reminder: EMI Special edition

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Reminder Message

-----Original Message-----

From: G L [mailtog@a]

Sent: Sunday, October 26, 2003 6:31 PM

To: undisclosed-recipients:

Subject: Reminder: EMI Special edition

Dear all,

Just a reminder that full papers are due for the special edition by Friday 31 October 2003 to allow time for peer review.

Any changes based on peer review should be resubmitted by 19 December 2003 to meet our publication deadline in March 2004.

Please send an electronic version of your paper to R L gL@ .

regards

Running head: BEYOND TALK, CHALK AND TEST

Beyond Talk, Chalk, and Test:

A Case Study in Large Lecture Class Mixed-Mode Instruction

Robin Y. Mabry-Hubbard

Charles R. Franz

University of Missouri – Columbia

Columbia, Missouri USA

ABSTRACT

This paper presents a case history outlining the experiences, perceptions and student outcomes of a pilot study and program to supplement a 550-student lecture class with online learning (mixed mode instruction). Utilizing an action-research design, the instructor-researchers theorized exam average scores for an undergraduate management course would increase if supplemented with a more active learning content, thereby reversing their recent decline. The study took place at a large, selective, doctoral-granting, research-orientated university located in the American Midwest. Based on the positive student outcomes of the first semester pilot, the researchers incorporated the more radical instructional design changes into the subsequent semester’s course instruction. Both semesters used the online course management tool, WebCT, for the distributed portion of the class.

Original Abstract:

Beyond Talk, Chalk, and Test:

A Case Study in Large Lecture Class Mixed-Mode Instruction

This 16-week, undergraduate course is divided into three parts or modules and a different business school professor teaches each module. The first semester pilot was limited to the first five-week course module. The module redesign purposefully incorporated four pedagogy theories and practices. These four items are Chickering and Gamson’s “Seven Principles for Good Practice of Undergraduate Education” (1991), the higher-ordered thinking skills of Bloom’s Taxonomy, learning that is more active and peer-collaboration. A small group of self-selected volunteers participated in the most radical changes. Based on the positive student outcomes of the first semester pilot, the researchers incorporated the more radical instructional design and other elements into the next semester’s Module 1 for all 550 students. Both semesters used the online course management tool, WebCT, for the distributed portion of the class.

In addition, this paper identifies the benefits, problems, logistics, and unexpected issues encountered with mixed mode instruction. This paper concludes with a list of implications for future research, instructional design, administration, computing support, secondary school college prep curriculum and, of course, the students. This is a case study of utilizing mixed-mode instruction with the large, undergraduate lecture format.