Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.

Blended learning approach prepared by christian

510 views

Published on

Blended learning approach prepared by christian

Published in: Education
  • Be the first to comment

Blended learning approach prepared by christian

  1. 1. prepared by: Romero, Christian d.
  2. 2. Blended learning is described as integrated learning, hybrid learning, multi-method learning combines classroom learning, mobile learning, and online learning. Blended Learning refers to a combination of online and face-to-face methods in response to learners’ needs and for the achievement of instructional objectives.
  3. 3. This means that multiple approaches, methods and resources to teaching or to educational processes are combined and utilized by the teacher who now expects the students to learn not only from assigned web pages and communication tools (e.g. email, discussion board and chat rooms) but also from face to face lectures, tutorials, person to person discussions and seminars. Examples include combining technology-based materials and traditional print materials, group and individual study, structured pace study and self-paced study, conference calls, tutorial and coaching. It may also include CD-ROM courses, video, simulations and integrated learning systems. Overall, the best mix of resources is used to provide an optimum learning experience for all the students.
  4. 4. 1. Blended learning allows businesses and schools alike to make maximum use of the technologies and other resources that they have available to them. This means that it allows both businesses and schools to take a look at all the technologies and tools that they have and see how it can best be used to bring the greatest benefit to employee/students and the organization even as they spend as little as they possibly can and still maintain effectiveness.
  5. 5. 2. The organization offering the course can create his/her own content. 3. The global reach of the blended approach to education and training continues to be one of its greatest advantages. Uses concerning distance are eliminated. 4. The speed with which you can reach thousands of people is unmatched by traditional methods as they can all be reach simultaneously without the restrictions of time and space. 5. Not all content can be properly delivered online. The challenges of using a purely online modality are eliminated when a blended approach is used.
  6. 6. 6. By making use of traditional approaches where they work best and applying the technology related methods only where they are most appropriate for the achievement of the instructional goals, organizations can avoid the exponential increase in costs that can accompany a complete switch to online methods only. It also allows students to avoid costs that are incurred through travel, accommodations and other expenses that are tied to ‘time and place studies’. 7. Blended learning allows learners the flexibility with their time to do their lessons anytime and any place until a meeting with the lecturer becomes compulsory.
  7. 7. 8. It can make it easier to deal with educational administration and communication with all students. Virtual office hours make tutors far more accessible than in a strictly face-to-face scenario. 9. Students get their learning needs and styles catered to whether they prefer online or face-to-face because it offers both in a single course. 10. For sessions held online, the communication between teacher and student is open and everyone can benefit from it because everyone can view the responses sent by the teacher. 11. Some lecturers experience an improvement in the quality of students’ writing and discussion
  8. 8. 1. Before a blended learning scenario can be considered ready for use, the lecturer has to do long, detailed and extensive work. Preparation for start up is very time consuming. 2. There can be limited contact between lecturer and students and so some of the dynamism that comes with face-to-face interaction can be lost. 3. Based on what students are used to, they often prefer the paper versions of the materials than to see them online so the face-to-face sessions in the blended programmes usually have a comparatively more successful “feel” for the students.
  9. 9. 4. The materials developed by the lecturers cannot simply be the same set that they had developed for handouts. They have to be reformatted so that they guide the students through a process of independent study when they are not in a face-to-face session. This additional task required of the lecturers is yet to be appreciated for what it is worth. 5. Students sometimes feel that they are given more work to do when distance modalities are used.
  10. 10. 1. Define your academic goals. A blended learning model can be tailored to meet one or more objectives, such as personalizing instruction by infusing technology into the core curriculum; expanding the course offerings available to students; allowing students to take accelerated or specialized courses without leaving the school building; or helping students recover credits and graduate on time. Your district’s goals should inform every step of the process, from selecting curriculum materials to recruiting the right staff. Once goals are set, it’s important to establish metrics so you can ensure the program is meeting its intended results.
  11. 11. 2. Help teachers understand their critical role. There is a common misconception that implementing technology displaces classroom teachers. In reality, the online component of a blended learning model is a powerful complement to face-to-face instruction—and, as in any classroom, the teacher is the single most important determining factor for student success. 3. Support the needs of all students. Self-directed pacing and ongoing assessment empower students to take greater responsibility for their own learning. As students become more self-aware of their learning styles, they are building essential life skills—such as time management and communication—that will position them well for future academic, career, and life achievements.
  12. 12. 4. Anticipate pushback. Change can be scary. Be prepared to address concerns from the entire school community, especially parents, who might be unfamiliar with the benefits of blended learning. Share your plan early with all stakeholders in a variety of settings, from meetings to websites, and establish an open door policy for questions. 5. Innovate and adapt. For most schools, blended learning is an entirely new challenge—and chances are you won’t get everything right from the start. Challenge your team to constantly evaluate your program so you can identify what’s working and what needs to be improved. Don’t be afraid to seek help from experts, including other schools that have implemented blended learning programs.
  13. 13. Experimentation: students individually perform an experiment and then come together as a class to discuss the results. Research projects: students research a topic and can present their findings to the class. Field trips. This allows students to put the concepts and ideas discussed in class in a real-world context. Field trips would often be followed by class discussions.
  14. 14. Films. These provide visual context and thus bring another sense into the learning experience. Class discussions. This technique is used in all of the methods described above. It is one of the most important distinctions of constructivist teaching methods.

×