Loendorf, W. R., & Geyer, T. (2015, June), Using a Blended Learning Format to Extend the Influence of a Technological Literacy Course  Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.24983

\bibitem{asee_peer_24983}
  Loendorf, W. R., \& Geyer, T. (2015, June), \emph{Using a Blended Learning Format to Extend the Influence of a Technological Literacy Course}
  Paper presented at 2015 ASEE Annual Conference \& Exposition, Seattle, Washington.
  10.18260/p.24983

William R. Loendorf and Terence Geyer.  "Using a Blended Learning Format to Extend the Influence of a Technological Literacy Course".  2015 ASEE Annual Conference & Exposition, Seattle, Washington, 2015, June.  ASEE Conferences, 2015.  https://peer.asee.org/24983 Internet.  25 Apr, 2024

\bibitem{asee_peer_24983}
  William R. Loendorf and Terence Geyer.
  "Using a Blended Learning Format to Extend the Influence of a Technological Literacy Course".
  \emph{2015 ASEE Annual Conference \& Exposition, Seattle, Washington, 2015, June}.
  ASEE Conferences, 2015.
  https://peer.asee.org/24983 Internet.  25 Apr, 2024

@INPROCEEDINGS{asee_peer_24983
author = "William R. Loendorf and Terence Geyer"
title = "Using a Blended Learning Format to Extend the Influence of a Technological Literacy Course"
booktitle = "2015 ASEE Annual Conference \& Exposition"
year = "2015"
month = "June"
address = "Seattle, Washington"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/24983}
number = {10.18260/p.24983}
}

TY  - CPAPER
AB  -             Using a Blended Learning Format to Extend the Influence                       of a Technological Literacy CourseAbstractIn 2000, an interdisciplinary course was introduced that explores a historical perspective of thedevelopment of technology in a global context. This junior level course traces the interconnectedevents and cultures in which technology developed. It investigates how technologies are inter-related and how cultural factors affect the acceptance or rejection of technology. The intent ofthe course was to enhance the student’s understanding of how technologies developed and why.This Technological Literacy course began with one instructor and only one section with 20students. Gradually over the years, as new creative ways to present the material wereimplemented, the popularity of the course rapidly increased resulting in expansion of the numberof sections offered and instructors participating. Currently over 14 sections are offered eachacademic year with over 700 students taking part in the learning process. Initially, the course wasclassroom based using the traditional model of lectures and discussions with a few videosincluded for variety. In the fall of 2002, a degree completion program was launched thatextended the reach of the course by offering it in a distance learning format utilizing electronicdelivery over the statewide K-20 network to a group of Community Colleges. This formatincluded the use of a traditional classroom equipped with television cameras and soundequipment to transmit the learning experience to the distant Community Colleges. Studentstaking the course at a Community College could view the class live as it was happening and askquestions in a real-time fashion just as if they were sitting in the traditional classroom. Inaddition, a Learning Management System (LMS) was utilized for Internet access to coursematerials and allowed for asynchronous communication between the faculty member andstudents. This type of course model has been called "blended," "hybrid," "technology-mediatedinstruction," "web-enhanced instruction," and "mixed-mode instruction." These terms are oftenused interchangeably, however the term “blended learning” is most commonly used today. Thispaper reviews the continuing efforts to promote technological literacy and describes how ablended learning format was used to extend the reach of a traditional classroom course.
AU  - William R. Loendorf
AU  - Terence Geyer
CY  - Seattle, Washington
DA  - 2015/06/14
PB  - ASEE Conferences
TI  - Using a Blended Learning Format to Extend the Influence of a Technological Literacy Course
UR  - https://peer.asee.org/24983
DO  - 10.18260/p.24983
ER  -