Blended learning

Blended learning

Blended learning refers to the planned implementation of a learning model that integrates student-centred, traditional in-class learning with other flexible learning methodologies using mobile and web-based online ,especially collaborative approaches in order to realise strategic advantages for the education system.

“Blended learning should be viewed as a pedagogical approach that combines the effectiveness and socialisation opportunities of the classroom with the technologically enhanced active learning possibilities of the online environment, rather than a ratio of delivery modalities.” Dziuban, Hartman and Moskal (2004)

Blended learning strategies vary according to the discipline, the year level, student characteristics and learning outcomes, and have a student-centred approach to the learning design.  Blended learning can increase access and flexibility for learners, increase level of active learning, and achieve better student experiences and outcomes.  For teaching staff, blended learning can improve teaching and class management practices.

A blend might include

• face-to-face and online learning activities and formats

• traditional timetabled classes with different modes, such as weekend, intensive, external, trimester

• well established technologies such as lecture capture, and/or with social media and emerging technologies

• simulations, group activities, site-based learning, practicals

Blended learning comes in many guises, although each application or method may have similar ‘ingredients’ or elements such as face-to-face delivery, flexible options, online components. In essence, there is a blending of flexible learning and teaching experiences that may involve assessment, teacher/student communication, student activities, teaching activities and students resources.                                               The concept of blended learning, which is the planned integration of face-to-face instruction and online learning components, is expected by many experts to be standard practice in both K–12 and university classrooms of the future

—  Per Osguthorpe and Graham (2003) there are six reasons for the use of blended learning.

—  1.Pedagogical richness

—  2.Access to knowledge

—  3.Social interaction

—  4.Personal agency

—  5.Cost-effectiveness

—  6.Ease of revision

Components of Blended Learning

1. Synchronous Physical/Face-to-Face Components

—  Face-to-face Tutoring

—  Coaching or Mentoring Sessions

—  Classroom

—  Workshops

—  Conferences

—  Meetings

—  Labs

2. Synchronous Electronic Components

—  Internet conferencing

—  Audio Conferencing (i.e., phone conferencing)

—  Live Video via satellite or Videoconferencing

—  Virtual Online Classroom

—  Instant Messaging

3.  Asynchronous Components

—  On-line self-paced Learning Content (Web pages)

—  E-mail, Discussion Forums

—  EPSS (Electronic Support Systems) & Job Aids

—  Web/Computer-Based instruction

—  Books

—  Articles

—  CD-ROM

—  Audio (disc/tape)

—  Video (disc/tape)

—  White papers

—  Archived Live Events

How it works

—  Your first class should always be Face-to-Face (or at least Real-Time) if possible.

—   Assessments should be real-time and the choice of F2F or online should be made available.

—  There must be multiple times  throughout the class that are synchronously conducted.

—   Differentiate your Content Delivery and        Discussion Methods.

—   Keep the Class Size Limited.

Advantages of blended learning 

—  Opportunities to create learning communities

—  Less class time with use of Internet

—  It gives 24/7 access to all learning content – creating massive flexibility in scheduling the course.

—  Through it,  supportive learning networks are created that build upon face-to-face learning with asynchronous collaborative learning.

—  It saves time and paper, and provides feedback quickly to each learner.

—  Blended instruction is more effective than purely face-to-face or purely online classes

—  Achievement more effective than face-to-face learning

—  Flexibility  and Increased interaction from students

—  Achievement more effective than face-to-face learning

—  Improved technology skills

—  Asynchronous communications

Disadvantages of blended learning 

—  The use of lecture recording technologies can result in students falling behind on the materials.

—  Using e-learning platforms can be more time consuming than traditional methods and can also come with new costs as e-learning platforms. 

—  Another critical issue is access to network infrastructure

—  Faculty to student relationship and Student perceptions of blended learning

—  Lack of technology support

—  Longer preparation time when teaching in a blended environment

—  Faculty perceptions of blended learning

References:

  https://www.researchgate.net/publication/303815166_BLENDED_LEARNING_DEFINITION_MODELS_IMPLICATIONS_FOR_HIGHER_EDUCATION

— ttps://www.westernsydney.edu.au/__data/assets/pdf_file/0004/467095/Fundamentals_of_Blended_Learning.pdf

—  http://qle.sumdu.edu.ua/images/2017/presentations/Blended_Learning.pdf

—  https://files.eric.ed.gov/fulltext/EJ1168949.pdf

—  https://www.education.vic.gov.au/Documents/about/research/blendedlearning.pdf

—  http://www.teachthought.com/blended-learning-2/the-definition-of-blended-learning/

—  http://www.mindflash.com/elearning/what-is-blended-learning

—  http://www.aicte india.org/mobileblended.htm

—   http://edglossary.org/blended-learning/

—  http://www.uni-learning.com/e-learning/blended-e-learning/

—  Dr.kirti matliwala, VNSGU, SURAT