ITS ALL ABOUT BLENDED LEARNING

1. BLENDED LEARNING IN 21st CENTURY: INNOVATIVE
TEACHING AND LEARNING TECHNOLOGY
SUSHMA H.B.
RESEARCH SCHOLAR
DEPARTMENT OF STUDIES AND RESEARCH IN
EDUCATION
GULBARGA UNIVERSITY, KALABURAGI

2. INTRODUCTION
•New advancement in technology has brought changes and
challenges from traditional to more advanced mode of teaching and
learning process.
•To say a shift from traditional chalk and talk class room to
technologically based web based learning, e-learning, M-learning, e-
resources, cloud computing and blended learning or hybrid learning.
•This, which combines electronic based learning and traditional
learning environment.

3. •Blending learning is about finding better ways of supporting
students in achieving the learning objectives and providing them
with the best possible learning and teaching experiences, as well
as supporting teachers in their profession.

4. •Blended learning is a learning approach formed with the
combination of the different learning environments and activity
types for a certain group with the addition of electronic sources
to the face to face learning.

5. OBJECTIVES
•To know
• What is blended learning.
•Why blended learning.
• Models of blended learning.
•Benefits of blended learning.
•Advantages of blended learning.

6. what is blended learning
Blended learning is a formal educational program in which a
student learns at least in part through online delivery of instruction
and content, with some element of student control over time, place,
path and pace and at least in part in a supervised brick and mortar
place away from home.

7. BLENDED LEARNING

8. why blended learning
•Blended learning helps in achieving better students learning
experience and academic outcomes, and effective teaching
management.
• It is all about effectively integrating information and
communication technologies into designing course and in term
enhancing teaching and learning experiences for both students’ and
teachers’.
•It involves amalgamation of delivery modes, teaching approaches
and learning styles.

9. Models of blended learning
• Six models of blended learning
a) Face-to-Face Driver Model
b) Rotation Model
c) Flex Model
d) Online Lab Model
e) Self-Blend Model
f) Online Driver Model

10. Models of blended learning

11. a) Face-to-Face Driver Model
Of all the blended learning models, face-to-face driver is the closest
to a typical school structure.
With this approach, the introduction of online instruction is
decided on a case-by-case basis, meaning only certain students in a
given class will participate in any form of blended learning.
The face-to-face driver approach allows students who are
struggling or working above their grade level to progress at their
own pace using technology in the classroom.

12. b) Rotation Model
In this form of blended learning, students rotate between
different stations on a fixed schedule – either working online or
spending face-to-face time with the teacher.
The rotational model is more widely used in elementary
schools.
In this model students became more active learners and often
challenged themselves to work harder and learn material that had
not yet been introduced in their classroom.

13. c) Flex Model
In this approach, material is primarily delivered online.
Although teachers are in the room to provide on-site support
as needed, learning is primarily self-guided, as students
independently learn and practice new concepts in a digital
environment.

14. d) Online Lab Model
In this students learn entirely online but travel to a dedicated
computer lab to complete their coursework.
Adults supervise the lab, but they are not trained teachers.
This not only allows schools to offer courses for which they have no
teacher or not enough teachers, but also allows students to work at a
pace and in a subject area that suits them without affecting the
learning environment of other students.

15. e) Self-Blend Model
• In this individuals will attend a traditional school environment,
they also opt to supplement their learning through online courses
offered remotely.
• Self-blend is ideal for the student who wants to take additional
Advanced Placement courses, or who has interest in a subject area
that is not covered in the traditional course catalog.

16. f) Online Driver Model
In this form of blended learning students work remotely and
material is primarily delivered via an online platform.
Although face-to-face check- is optional, students can usually chat
with teachers online if they have questions.
This model of blended learning is ideal for students who need more
flexibility and independence in their daily schedules.

17. Benefits of blended learning
a. Inclusion of more differentiated/personalised instruction.
b. Increased access to resources, experts and learning
opportunities.
c. More authentic and student driven tasks being incorporated
into the curriculum.
d. Higher student engagement.
e. Greater opportunities for collaboration (especially beyond
the classroom and involving the wider school community) .
f. Better access to infrastructure and, anytime, anywhere
learning.

18. Advantages of blended learning
a. An increase in learning outcome.
b. An opportunity for students to practice technology skills in
navigating online course materials and creating their own
digital content for assessment.
c. An increase in student-teacher and student-student
interaction through the use of communication tools like
discussion forums, blogs and shared web content on the
electronic whiteboard.

19. d. The ability to reserve face-to-face time for interactive activities,
such as higher-level discussions, small group work, debates,
demonstrations, or lab activities.
e. Flexibility and the freedom to learn anytime, anywhere.
f. Some level of control over the pacing of their learning. Difficult
concepts can be reviewed as often as necessary.
g. More engaging content that they can create and use their own
initiative, and networks to shape.

20. h. The opportunity to engage and draw on expertise that would
otherwise not be available to them without costly travel, such as
virtual conferencing with zoo/museum/gallery or virtual excursions
to overseas historical or culturally significant landmarks.
i. Broaden the spaces and opportunities available for learning.
j. Support course management activities (e.g., communication,
assessment submission, marking and feedback).
k. Support the provision of information and resources to students.
l. Engage and motivate students through interactivity and
collaboration.

21. CONCLUSION
Adopting a blended learning approach offers the appeal of
combining different learning elements using the power of ICT while
retaining a human touch.
It can be concluded that synchronous communication environments
should coexist with asynchronous ones.