Isabella Carter
Blended learning is an educational approach that combines traditional face-to-face classroom instruction with online or digital class activities. The three key components of a blended learning program are:
1. Online learning: This involves students completing coursework, lectures, and other educational activities through online platforms, often with the support of teachers or facilitators.
2. Face-to-face instruction: Traditional classroom teaching and in-person interactions with teachers and peers, which can include discussions, group work, and practical activities.
3. Integration of technology: Utilising digital tools and resources to enhance learning, such as instructional videos, interactive software, or virtual collaboration platforms.
By blending these components, educators aim to provide a flexible and personalised learning experience that caters to diverse student needs and learning styles.
| Characteristics | Values |
|---|---|
| Learning format | Mostly online, mostly offline, or a mix |
| Target audience | Office workers, remote workers, students, etc. |
| Available resources | Staff availability, budget, training rooms, computer labs, etc. |
| Learning space setting | Breakout rooms for in-person sessions, whiteboards, smart screens, etc. |
| Sufficient physical space | Required for models with a strong offline component |
| User-friendly tools | Opt for tools with intuitive interfaces to reduce technical barriers |
| Online and in-person activities | Manage both components using a learning management system (LMS) |
| Learner motivation | Blended learning works best with motivated, self-disciplined learners |
| Face-to-face component | Not always present, but considered essential for "true" blended learning |
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What You'll Learn
Online and face-to-face learning
Blended learning is a combination of different learning approaches to facilitate the learners' needs. It involves managing both online and in-person activities, with at least one online learning station. Blended learning programs can be tailored to meet the needs of the target audience, whether they are office workers, remote workers, or students.
Online learning can be the backbone of student learning in a blended learning model. Students can take an online course with an online teacher and also attend face-to-face courses. This provides flexibility and is a great option when schools can't provide particular learning opportunities, such as Advanced Placement or elective courses. Students can also complete most of their coursework online and attend school for required face-to-face learning sessions with a teacher.
Face-to-face learning approaches are generally preferred over online learning, which is preferred over offline learning. This was found to be the case in a survey of 781 in-service vocational teachers in Pakistan, which aimed to find the appropriate blend of face-to-face, online, and offline learning approaches for teacher training.
To successfully integrate the online and face-to-face modes of a blended course, it is important to start with the learning goals and carefully consider the learning outcomes of the course. Kelvin Thompson, assistant director of course design and development at the University of Central Florida, suggests taking time in face-to-face sessions to talk about online discussions to make explicit connections between the two modalities.
It is also important to provide opportunities for interaction and communication between students, both online and in person. Susan Wegmann, an associate professor at UCF’s College of Education, emphasizes the importance of allowing students to communicate in meaningful ways to bridge the gap between online and face-to-face learning.
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Student flexibility
Blended learning is an educational approach that combines traditional face-to-face classroom instruction with online or digital class activities. This model offers students flexibility in their learning by providing a mix of learning formats and allowing them to work at their own pace.
One key aspect of student flexibility in blended learning is the ability to choose between online and offline components. Depending on their preferences and needs, students can opt for a mostly online, mostly offline, or blended learning format. For example, students who are remote workers or have limited access to physical classrooms may prefer a predominantly online program, while those seeking more interaction and collaboration might choose a blended model.
The blended learning model also allows students to progress through the course content at their own pace. This flexibility is facilitated by the use of technology, such as instructional videos that introduce new concepts. Students can watch these videos independently and process the information at their own speed, freeing up class time for deeper learning and application. This self-paced learning approach empowers students to take ownership of their education and work according to their individual learning styles and capabilities.
Additionally, blended learning often involves fluid schedules where students move between learning activities according to their needs. This flexibility allows students to prioritize certain subjects or topics that align with their interests or areas requiring improvement. For instance, in a language course, a student might choose to focus more on grammar exercises than conversational practice, or vice versa. This adaptability benefits students by catering to their unique learning paths and goals.
Furthermore, blended learning can provide students with the flexibility to complete a significant portion of their coursework online, outside of school hours. This arrangement can be particularly advantageous for students with time constraints or other commitments, as it allows them to balance their studies with their personal schedules. However, it is important to note that this flexibility may require additional support structures to ensure students stay motivated and engaged in their learning.
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Self-discipline and motivation
Blended learning is a mix of technology and face-to-face instruction, creating a flexible space for teachers to engage students in a personalised learning experience. Students can rotate through stations on fixed or individual schedules, with at least one online learning station, or learn at home via online coursework and attend class for teacher-guided practice. This model can be particularly useful when schools cannot provide certain learning opportunities, such as advanced placement courses.
Students are concerned about the decline in social interactions with their classmates, which is an inevitable aspect of blended learning. However, this does not adversely affect their learning process. This suggests that students' motivation and self-discipline are linked to their social interactions and that online learning may be better supported by digital tools that foster a sense of community.
Instructors' attitudes and beliefs about blended learning are also important factors in its implementation. Studies have shown that technological anxiety negatively impacts faculty's intention to adopt blended learning, while a high degree of internet self-efficacy increases the likelihood of adoption. This indicates that instructors' motivation and self-discipline in relation to technology can influence the success of blended learning programs.
Overall, self-discipline and motivation are critical components of blended learning for both students and instructors. While blended learning offers flexibility and personalised learning experiences, it also requires self-discipline and motivation to maintain engagement and positive perceptions of the program.
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Learning formats
Blended learning combines online and face-to-face learning formats to create a flexible and personalised learning experience. The specific format of a blended learning program will depend on its goals and objectives, the target audience, and the resources available.
Mostly Online
A blended learning program with a strong online component is a good fit for learners who want to become more involved and independent in their education. This format is also suitable when schools cannot provide particular learning opportunities, such as advanced placement or elective courses. However, it may present challenges for learners who need supervision and support to stay engaged.
Mostly Offline
Models with a strong offline component require sufficient physical space for learner groups to occupy regularly. This format is suitable for learners who need more collaborative opportunities to develop their social skills.
Mix of Online and Offline
The enriched virtual model combines online and face-to-face learning. Students complete most coursework online and have in-person sessions with teachers when required. This model provides flexibility and allows students to process new information at their own pace. However, it requires reliable internet access and appropriate devices for all learners.
Another format that mixes online and offline learning is the face-to-face driver model. This involves students rotating through stations on a fixed schedule, with at least one of the stations being an online learning station. This format can be adapted to suit individual student schedules and provides opportunities for both teacher-guided practice and independent work.
When choosing a learning format, it is important to consider the target audience's preferences and needs, as well as the resources available, such as staff availability, budget, and access to technology.
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Learning space design
Blended learning combines the best of face-to-face and online experiences to improve learning outcomes. The design of the learning space is crucial to the success of a blended learning program.
The COVID-19 pandemic accelerated the transition to blended learning as educators and students were forced to adapt to remote learning. This has resulted in a shift in the way campus spaces are utilized, with universities rethinking the design of their physical learning environments to ensure a communal experience.
The design of learning spaces should reflect the evolving nature of technology integration and student work patterns. Consultants well-versed in "user experience" design can help create innovative, blended learning spaces. For example, ubiquitous computing embeds technology within the physical environment, creating nontraditional human-computer interfaces.
To create effective blended learning spaces, it is important to consider modifiability and convertibility. This involves loosening spatial boundaries by valuing "in-between places" outside the traditional classroom. For instance, larger unused spaces like gyms or libraries can be repurposed as classrooms to reduce density. Additionally, technology is key, with features such as distributed power, video streaming capabilities, and support for both digital and analog tools enhancing the blended learning experience.
Furthermore, the learning space design should align with the goals and objectives of the blended learning program. For instance, if the focus is on student independence, models with a stronger online component may be preferred. In contrast, if the goal is to develop social skills, regular in-person meetings become crucial. The target audience's preferences and needs, as well as available resources, should also be considered when designing the learning space.
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