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.

1. Blended learning
Ani Vadakke Purayil
M.Com, M.Ed. NET(Com),NET(Edu),SET
Faculty
Department of Teacher Education
Kannur University
Kannur, Kerala.
anivpknr@gmail.com

2. 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.

3. “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)

4. 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.

5. 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
:

6. 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.

7. Reference: Dr.kirti matliwala, VNSGU, SURAT

8. 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

9.  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

10. Components of Blended Learning
1. Synchronous Physical/Face-to-Face
Components
 Face-to-face Tutoring
 Coaching or Mentoring Sessions
 Classroom
 Workshops
 Conferences
 Meetings
 Labs

11. 2. Synchronous Electronic
Components
 Internet conferencing
 Audio Conferencing (i.e., phone
conferencing)
 Live Video via satellite or
Videoconferencing
 Virtual Online Classroom
 Instant Messaging
11

12. 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 12

13. 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.
13

14. 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

15. 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

16. References:
 https://www.researchgate.net/publication/303815166_BLENDED_L
EARNING_DEFINITION_MODELS_IMPLICATIONS_FOR_HIGHER
_EDUCATION
 https://www.westernsydney.edu.au/__data/assets/pdf_file/0004/467
095/Fundamentals_of_Blended_Learning.pdf
 http://qle.sumdu.edu.ua/images/2017/presentations/Blended_Learni
ng.pdf
 https://files.eric.ed.gov/fulltext/EJ1168949.pdf
 https://www.education.vic.gov.au/Documents/about/research/blende
dlearning.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

17. Thank you
anivpknr@gmail.com