Defining blended learning
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Blended learning combines online and face-to-face learning in a planned, pedagogically valuable way where a substantial portion of content is delivered online and students typically meet face-to-face as well. It converges asynchronous online learning with synchronous human interaction in face-to-face settings, blending the effectiveness of the classroom with self-directed online learning. Blended learning can be defined as a combination of time spent learning in a supervised physical location and learning online, with the student having some control over the time, place, path or pace of learning.
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Blended learning combines online and traditional classroom learning. It involves some learning occurring online, where students can control their pace and path, while some learning takes place in a traditional classroom setting led by an instructor. There are different models of blended learning, including rotation models where students rotate between online and classroom activities, and flex models where most content is delivered online but in a traditional school setting guided by teachers. Blended learning provides benefits like flexibility, effectiveness, efficiency and personalization, but also potential disadvantages like distraction and weakened concentration if not implemented properly.
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Blended learning combines online and in-person learning experiences. It allows students to learn about the same topics both online and in class, with the online and in-person experiences complementing each other. There are various models of blended learning, including the flipped classroom model where instructional content is accessed outside class and class time is used for projects and help. Blended learning has benefits like extending reach, optimizing costs, and allowing students to learn at their own pace, but critics question whether students get enough guidance and supervision without teachers.
The flipped classroom
In our schools, students have grown accustomed to the traditional methods of instruction where the teachers stand in front of the class lecturing the same thing to all the students present. Then, just at the end of the class, students are given homework to reinforce the learned concepts at home where they get little or no added support. As a result of this way of teaching, students are just “passive” listeners on the receiving end of a one-way communication process that encourages little critical thinking. In order to change this trend of passive listening, teacher around the globe employ technology to implement a blended learning method that “frees up” class time for collaborative activities by shifting lectures out of the classroom and on the internet. This method, known as a "flipped" classroom, combines the benefits of direct instruction and active learning to engage students in the educational process.
The flipped classroom model was pioneered by two chemistry teachers, Jonathan Bergman and Aaron Sams, who inverted the traditional teaching methods by delivering lectures online as homework and moving activities into the classroom. By flipping thier lessons they were able to spend class time working directly with students on more engaging activities giving them support and hands-on instructions. There are many ways that a classroom can be flipped, but the underlying premise is that students review lecture materials outside of class and then come to class prepared to participate in instructor-guided learning activities. In the presentation I will explain the flipped classroom model and compere it with the traditional classroom. We will look at what the flipped classroom enables the teacher to do as well as discuss the benefits of the flipped classroom for the students. Lastly we will look at how I implemented the flipped classroom and made it work for my elementary students.
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This document discusses blended learning models and theories that combine face-to-face and online learning. It defines blended learning as an approach that combines the best aspects of both methods to create an innovative learning experience. The document outlines several blended learning models including the supplemental model, replacement model, and emporium model. It also discusses emerging trends in personalized and mobile learning that will shape students' expectations in the near future.
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The flipped classroom
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1Abstract A recent study involving 113,035 students across.docx
1
Abstract A recent study involving 113,035 students across 13 countries conducted by
the EDUCAUSE Center for Analysis and Research found that blended learning envi-
ronments persists as the preferred learning modality even when students are beginning
to experiment with fully online open enrollment courses such as massive open online
courses (MOOCs) (Dahlstrom et al. in ECAR study of undergraduate students and
information technology, EDUCAUSE Center for Analysis and Research, Louisville,
2013). This chapter begins by presenting the various definitions used by scholars to
characterize blended learning, ranging from a very board definition that encompasses
almost multiple learning methods or techniques, to one that narrows it down to the inte-
gration of online and face-to-face components. Specifically, in this book, we used the
following definition of blended learning, adapted from Horn and Staker (The rise of
K-12 blended learning, Innosight Institute, CA, 2011): “blended learning is any time
a student learns at least in part at a supervised brick-and-mortar location away from
home and at least in part through the Internet with some element of student control over
time, place, and/or pace”. This chapter then discusses the reason why blended learn-
ing is increasingly being adopted by many educators by outlining its four main benefits:
an ability to meet students’ educational needs, improving student-to-student communi-
cation, reducing the average overall per-student cost, and improving student learning
outcomes as well as lowering attrition rates. More importantly, this chapter argues that
the success of blended learning does not happen automatically, just because an online
component is added to a face-to-face environment. Ultimately, the success or failure of
blended learning hinges on a thoughtful connection between how the online and face-
to-face components are integrated, the types of pedagogical approaches employed, and
how all these elements are ‘blended’ together to attain the specific learning goals. This
chapter ends by presenting a blended learning design framework that emerged from a
recent study of seven experienced blended learning designers, along with a description
of the various frameworks or taxonomies utilized in this book to classify the different
types of pedagogies, cognitive processes of learning, and/or levels of affective learning.
Keywords Blended learning · Hybrid learning · Evidence-based practice ·
Pedagogy
Chapter 1
Introduction
© The Author(s) 2014
K.F. Hew and W.S. Cheung, Using Blended Learning,
SpringerBriefs in Education, DOI: 10.1007/978-981-287-089-6_1
2 1 Introduction
1.1 What Is Blended Learning?
The use of blended learning is increasingly being adopted in many schools, colleges,
universities, and industries around the world (Cheung and Hew 2011; Hadjerrouit
2008). Horn and Staker (2011) argued that blended learning will be the vehi-
cle to push the proportion of h.
Blended leraning
The document discusses blended learning and its application in language learning. It defines blended learning as combining face-to-face classroom methods with computer-mediated activities. A specific approach called blended e-learning cooperative approach (BeLCA) is described that combines face-to-face learning, technology use, and group work. BeLCA involves three types of interactions and has benefits for language learning but also disadvantages like costs and teacher workload. The document also outlines factors that promote successful blended learning, including considering institutional support, teacher professional development, and student readiness. It describes a seven-phase model for designing blended learning programs based on analysis, design, development, implementation, evaluation, and feedback.
ICT Group Presentation - Blended Learning
The document discusses blended learning and its application in language learning. It defines blended learning as an approach that combines face-to-face learning with online learning opportunities. A specific approach called blended e-learning cooperative approach (BeLCA) is described, which combines face-to-face learning, technology use, and group work. BeLCA aims to enhance language learning quality through three types of interactions. The document also outlines factors that promote successful blended learning, including developing models that meet local needs, providing teacher professional development and support, and ensuring student readiness and clear expectations.
Developments in online language learning
This document discusses developments in online language learning. It defines different terms used, including e-learning, blended learning, and distance learning. The aim is to distinguish between blended learning and fully online learning. Research areas in online language learning have shifted from structural issues to pedagogical themes like course development, evaluation, teaching roles, and learner support. Current formats include online university courses, virtual worlds, MOOCs, language learning communities, and mobile apps. Future research trends may focus on theory, pedagogy, technology use, learner contributions, and assessment.
Blended learning and flipped classroom in nursing 2014
See how one nursing program has successfully developed a nursing program using the blended learning and flipped classroom models.
Building effective blended learning programs
This article discusses blended learning programs, which combine various delivery modes such as online and in-person instruction. It provides an overview of blended learning and presents Khan's Octagonal Framework for designing blended learning programs. The article describes different dimensions of blending, including offline and online learning, self-paced and live collaborative learning, and learning, practice, and performance support. It argues that blended learning provides benefits like extending reach, optimizing costs, and evidence that blending can be more effective than single delivery modes.
Blended Learning Ucpautama Ptpm 2009
The document discusses blended learning and its development. It defines blended learning as a combination of online and face-to-face learning. It then discusses the development of blended learning, noting that it began growing in the late 1990s in the US and is now widely used there with over 20% of students taking at least one online course. The document also discusses learning management systems and various online tools used to facilitate blended learning.
Sinijayaraj it ppt
Blended learning combines online digital media with traditional classroom methods, replacing a portion of face-to-face instruction with online instruction. It aims to impact change in the learner's psyche through a suitable learning strategy based on objectives, content, and the learner. Blended learning strategies in ancient times included theoretical knowledge in classrooms, practical skills in playgrounds, and household chores with teachers. Components include synchronous physical classes, asynchronous online content, and a variety of models mixing online and in-person instruction. Blended learning can improve both the logistics and pedagogies of learning.
Blended learning
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.
Best practice strategies for online teaching cswe apm 2010
This document discusses best practice strategies for teaching online based on research. It provides an overview of research showing that hybrid courses combining online and face-to-face elements tend to have better learning outcomes than purely online or face-to-face courses. The document emphasizes the importance of active and interactive learning over purely expository content delivery. It provides examples of active learning strategies used in online courses, such as small group discussions, guest speakers, polling features, and student presentations. Challenges of online teaching discussed include the learning curve for new technologies, workload issues, and student support.
Types of Interactions in Distance Education
The document discusses four types of interactions that can occur in distance education: learner-content, learner-learner, learner-instructor, and learner-interface. Learner-content interaction involves how students engage with course material. Continuous interaction with clear and consistent content design can enhance learning. Learner-learner interaction is impacted by the lack of physical interaction online; collaborative learning and peer feedback are important. Learner-instructor interaction helps clarify material and is a strong predictor of perceived learning. Learner-interface interaction depends on students' computer experience, views of the technology used, and technology access.
Blended learning - Online Learning and Traditional Learning
Blended learning can increase flexibility for learners in several ways:
- It allows learners to access course content and materials online, so they can learn anywhere at any time, not just during scheduled class meetings. This provides more flexibility over when and where they learn.
- The online components allow learners to review lectures, lessons, and materials at their own pace. They aren't constrained by the pace of the entire class.
- By moving some content online, it frees up class time that can then be used for more interactive, applied, and personalized learning activities like discussions, projects, labs, etc. This shifts the focus to applied, active learning during face-to-face meetings.
Blen
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Defining blended learning
- 1. Defining Blended Learning What is commonly meant by ‘blended learning’?
- 2. Some useful definitions The following definitions are for ‘blended learning’, sometimes referred to as ‘hybrid learning’. We’ll also touch on the ‘flipped classroom’.
- 3. Courses that integrate online with traditional face-to-face class activities in a planned, pedagogically valuable manner; where a substantial proportion of the content is delivered online, typically using online discussions, and typically having some face-to-face meetings. Blending In - The Extent and Promise of Blended Education in the United States (Sloan Consortium, 2007) Note the emphasis here of ‘pedagogic value’ – any element of a blended learning strategy needs to add value to the overall learning experience.
- 4. The convergence of face-to-face settings, which are characterised by synchronous and human interaction, and information and communication technology (ICT) based settings, which are asynchronous and textbased and where humans operate independently. Blended learning systems (Graham, 2006) This definition makes a distinction between f2f and online (ICT) based learning where live interaction only occurs in f2f settings. Online is considered to be more useful for independent, and by implication, self-paced learning.
- 5. Blended learning combines the effectiveness and socialization opportunities of the classroom with the self-directed and active learning opportunities that the online environment offers. Blended learning (Dziuban, et al, 2004) The combination of socialisation and self-direction is an important consideration in how and what learning a blended approach can best facilitate.
- 6. The delivery of instruction in a combination of time in a supervised physical location away from home and online delivery whereby the student has some element of control over time, place, path, or pace of learning. Ohio state blended learning initiative (Ohio SB 316) Blended learning can be defined by a split between time in and away from supervised learning or instruction in a physical location.
- 7. The thoughtful fusion of face-to-face and online learning experiences. Perspectives on blended learning in higher education (Vaughan, 2007) A shorter and more open ended definition. Fusion implies a range of combinations and a bringing together of f2f and online.
- 8. Models for blended learning
- 9. Face to face learning Blended learning Online learning A commonly cited combination Face to face learning Self paced learning Online collaborative learning e-TQM College, Dubai Most models for blended learning combine f2f learning with online learning, commonly making distinctions between the types of online learning – e.g. colllaborative or self-paced.
- 10. Knewton citing Profiles of Emerging Models by the Innosight Institute (2011) In one model, developed by the Innosight Institute, blended learning has been grouped into six distinct models that vary by teacher role, physical space, delivery methods and scheduling.
- 11. Upside Learning, 2009 This model is a conversion of an instructor-led, 8 month leadership development programme to a blended learning programme, based on applying web tools to given elements over time. Things can get complicated!
- 12. Center for Teaching and Learning, University of Texas Derek Bruff/Coursera A model for blended learning that’s gaining some momentum is the ‘flipped classroom’ – where learners listen to pre-recorded video lectures before class and perform other learning activities in class.
- 13. Traditional (0%) Delivered entirely faceto-face. Any resources or handouts are printed. Web Facilitated (1 to 29%) Blended or Hybrid (30 to 79%) The majority is taught face-to-face, with resources made available online, or where the syllabus or assignments are posted online. Substantial proportion of the content is delivered online, typically via online discussion groups alongside face-to-face sessions, for practicals and group work. Online or Flipped (80+%) A course where most or all of the content is delivered online. Blending In: The Extent and Promise of Blended Education in the United States (Allen, 2007) A useful way of modelling blended learning is to see it as a continuum - from ‘traditional’ face-to-face delivery all the way to online or ‘flipped’.