Blended learning incorporates skill-driven learning, which combines self-paced learning with lecturers and tutor support to develop specific knowledge and skills. It involves attitude-driven learning, which mixes various events and delivery media to achieve certain learning objectives. It provides competency-driven learning, which blends performance support tools with knowledge management resources and mentoring to develop academic or workplace competencies.
‘ The sense of community and belonging must be on a cognitive and social level if the goal of achieving higher levels of learning is to be sustained.’ (Garrison & Anderson, 2003). This requires the consideration of the different cognitive and social characteristics of each medium of communication. In this regard, blended learning presents a special challenge and, thus, highlights the importance of the third key element—teaching presence. Teaching presence manages the environment and focuses and facilitates learning experiences. With the combination of synchronous verbal and asynchronous written communication in the context of a cohesive community of inquiry, blended learning offers a distinct advantage in supporting higher levels of learning through critical discourse and reflective thinking.’
Blended learning18 04-10
Blended Training Lorna Moloney
Theoretical Paradigm Fig 1. A continuum of e-learning (Garrison and Kanuka, 2004)
Blended learning in practice <ul><li>21st century pedagogy: http://www.youtube.com/watch?v=l72UFXqa8ZU&feature=related </li></ul><ul><li>Necessity: student needs and expectations: </li></ul><ul><li>Presence: social, cognitive and teaching (Garrison et al , 2000; Arbaugh and Hwang (2006) </li></ul><ul><li>Impacts: on lecturer and on the student </li></ul><ul><li>Kickoff question: putting lecture notes on SULIS - good or bad? </li></ul>