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Using Blended Learning Instructional Strategies to Support Problem Based Learning

Raymond Francis (Central Michigan University, US)
Session Information
April 24, 2012 - 11:20am
Teaching and Learning
Areas of Special Interest: 
Innovative Blends
Major Emphasis of Presentation: 
Practical Application
Institutional Level: 
Universities and Four Year Institutions
Audience Level: 
Session Type: 
Information Session
Regency D
Session Duration: 
50 Minutes

Using Blended Learning Instructional Strategies (BLIS) to support Problem Based Learning (PBL) to promote effective learning and time management in a variety of learning environments.

Extended Abstract

It is not enough to be great at sharing information in a large classroom setting. To be an effective teacher you must be able to meaningfully engage your students with their peers and with the content. And you must do this regardless of class size or content. Problem Based Learning (PBL) is one effective strategy for increasing student engagement in the classroom, yet the strategy can be time intensive for students and sometimes difficult to manage. However, the effective infusion of technology targeted through Blended Learning Instructional Strategies (BLIS) can establish Problem Based Learning (PBL) as an effective and easy to manage instructional strategy for any classroom. BLIS provides faculty and students the opportunity to engage with content and concepts outside of class, and be more prepared for peer interactions in the classroom or group setting. In addition, BLIS generate increased communication between students, provide for increased quality of student work, promote greater use of higher order thinking skills and problem solving strategies, and promote increased student learning and retention in all content areas.


Lead Presenter

Dr. Raymond Francis is a veteran classroom teacher, author, and parent with experience at the elementary, middle, and secondary school levels. He has been on faculty at Central Michigan University since 1998 where he has served at the Director of Student Teaching, Assistant Department Chair in Teacher Education and Professional Development, and the interim Associate Dean of the College of Education and Human Services. He is active in several national professional organizations and serves as a consultant auditor with the Teacher Education Accreditation Council.