This document discusses blended learning, which combines face-to-face classroom instruction with online learning. It describes four common models of blended learning: rotation, flex, a la carte, and enriched virtual. The rotation model involves students rotating between learning modalities, including online learning. The document outlines the key characteristics and prerequisites of blended learning, including well-trained teachers who are proficient with both online and face-to-face instruction. It also discusses the roles and responsibilities of learners and teachers in a blended learning environment, as well as the advantages and disadvantages.

1. ASSIGNMENT
EDU 03: TECHNOLOGY AND
COMMUNICATION IN EDUCATION.
Submitted by,
ATHIRA LEKSHMI V.S
NATURAL SCIENCE
ROLL.NO: 37

3. BLENDED LEARNING
Blended learning is a formal educational program in which a student learns at least
in part through delivery of content and instruction via digital and online media with some
element of student control over time, place, path or pace. Students still attend “brick-and –
mortar” schools with a teacher present, face-to-face classroom method are combined with
computer- mediated activities. Blended learning also called hybrid learning, technology-
mediated instruction, web-enhanced instruction, and mixed-mode instruction. The term
“blended learning” was initially vague, encompassing a wide variety of technologies and
pedagogical methods in varying combinations. In 2006, the term became more concrete
with the publication of the first handbook of Blended Learning by Bonk and Graham. He
defined ‘blended learning systems’ as learning systems that “combine face to face
instruction with computer mediated instruction.”
Blended learning, the thoughtful integration of face-to-face and online learning, is a
growing practice in higher education. It has the potential to enhance and transform higher
education in teaching and learning - in flexibility and access, and in the optimization of
resources. Blended learning has emerged in response to the increasing need and demand to
respond to diverse students’ needs, to provide engaging and meaningful learning
experiences, and to optimize increasingly scarce resources for higher education. Blended
learning can be defined as a fruitful effort in integrating live classroom activities including
face-to-face instructions along with online learning and instructions so as to reap the
maximum benefits by utilizing the best aspects of all through effective planning by an ideal
facilitator.
MODELS OF BLENDED LEARNING
The majority of blended-learning programs resemble one of four models: Rotation, Flex, A
La Carte, and Enriched Virtual. The Rotation model includes four sub-models: Station
Rotation, Lab Rotation, Flipped Classroom, and Individual Rotation.
1. Rotation model
A course or subject in which students rotate on a fixed schedule or at the teacher’s
discretion between learning modalities, at least one of which is online learning. Other
modalities might include activities such as small-group or full-class instruction, group

4. projects, individual tutoring, and pencil-and-paper assignments. The students learn
mostly on the brick-and mortar campus, except for any homework assignments.
a. Station Rotation
A course or subject in which students experience the Rotation model within
a contained classroom or group of classrooms. The Station Rotation model
differs from the Individual Rotation model because students rotate through all of
the stations, not only those on their custom schedules.
b. Lab Rotation
A course or subject in which students rotate to a computer lab for the online-
learning station.

5. c. Flipped Classroom
A course or subject in which students participate in online learning off-site in
place of traditional homework and then attend the brick-and-mortar school for
face-to-face, teacher-guided practice or projects. The primary delivery of content
and instruction is online, which differentiates a Flipped Classroom from students
who are merely doing homework practice online at night.
d. Individual Rotation
A course or subject in which each student has an individualized playlist and
does not necessarily rotate to each available station or modality.

6. 2. Flex model
A course or subject in which online learning is the backbone of student learning,
even if it directs students to offline activities at times. Students move on an individually
customized, fluid schedule among learning modalities. The teacher is on-site, and
students learn mostly on the brick-and-mortar campus, except for any homework
assignments. The teacher provides face-to-face support on a flexible and adaptive as-
needed basis through activities such as small-group instruction, group projects, and
individual tutoring. Some implementations have substantial face-to-face support,
whereas others have minimal support. For example, some Flex models may have face-
to-face certified teachers who supplement the online learning on a daily basis, whereas
others may provide little face-to-face enrichment. Still others may have different
staffing combinations. These variations are useful modifiers to describe a particular
Flex model.
3. A La Carte model
A course that a student takes entirely online to accompany other experiences that
the student is having at a brick-and-mortar school or learning center. The teacher for
the A La Carte course is the online teacher. Students may take the A La Carte course
either on the brick and-mortar campus or off-site. This differs from full-time online
learning because it is not a whole-school experience. Students take some courses A La
Carte and others face-to-face at a brick-andmortar campus.
4. Enriched Virtual model
A course or subject in which students have required face-to-face learning sessions
with their teacher and then are free to complete their remaining coursework remote
from the face-to-face teacher. Online learning is the backbone of student learning when
the students are located remotely. The same person generally serves as both the online
and face-to-face teacher. The Enriched Virtual model differs from the Flipped Classroom
because in Enriched Virtual programs, students seldom meet face-to-face with their
teachers every weekday.

7. Main Characteristics of Blended Learning
• Students have the option of the two modes
Students in blended learning can select either the traditional mode of classroom
teaching where they can get personal interaction with teacher and their classmates or they
can choose ICT supported teaching learning. This largely depends on the nature of content
and objectives being targeted. Sometime course designer or teachers themselves decide on
the mode appropriate for topic being dealt with.
• Teachers are well versed with both the modes
It is an important feature of the blended learning that teachers are very dynamic,
techno savvy and fully trained to work efficiently in both the formats traditional classroom
format and ICT supported format. They will be well equipped in using traditional methods
and other modern technologies

8. • Students get face to face interaction as well they interact in virtual space
Students get ample of time to interact with other students pursuing same course. They
can interact with them inside college campus and also in virtual space. Thus, their group
become very large and has much diversity so the student’s knowledge becomes wide and
they also develop a feeling of understanding, love and harmony with students of other
cultures and countries.
• Students get full experience in using new technology
The present century is the century of ICT. Today the illiterate is not only the one who
cannot read and write but a person who is not well versed with modern technologies is also
illiterate. Today all professions demand expertise in ICT so blended learning help to make
student’s ICT experience rich. Students involved in blended learning gain capability to
exploit available technologies to the fullest of their benefit
• Students get training in different life skills
Life skills are those skills that are needed to lead a happy peaceful and successful life.
The major life skills are empathy, decision making capability, love, patience,
communication, self-management, critical thinking. The blended learning helps the
students to practice these skills. Students get acquainted with few skills like love, empathy,
patience in classroom through his teachers, classmates, and few like self-management,
decision making, critical thinking, communication through the online experiences.
• All round development of personality is targeted
In blended learning the students get full opportunity for all round development of the
personality. All the aspects of personality namely- cognitive, physical and emotional are
developed through blended learning which is difficult to achieve in traditional mode or ICT
approach if followed in isolation. Tradition classroom teaching is helpful in memory level and
understanding level of teaching and so help in cognitive domain development and at same time
teacher’s behaviour, playground experience and social group with classmates develop affective
and physical domain at same time online experiences help in reflective level of learning so
develop higher faculties of min and social networking sites and other social interactions
though internet help in right type of value development.

9. • Physical development is possible with in school campus
The online learning and ICT supports teaching learning process is often targeted
with the blame that it ignores physical development of the students. The blended
learning overcomes this limitation. As it included school experience also so student get
time for playing, physical work, yoga inside the college campus.
• Students get wide exposure and new perspectives of the course content
Due to variety of experience students get wide exposure and their content
knowledge is enriched, they get to see various new dimensions of the content gain
practical useful knowledge.
• It provides multicultural and multi dimension approach to teaching learning
process
Blended learning approach provides student opportunity to communicate and share
their views and feeling with the students all over the world thus it makes teaching
learning process multicultural and variety of experience bring with it the
interdisciplinary and multidimensional factor also.
• Makes teaching learning process child centered
Blended learning is designed to provide maximum gain to students and thus reach
the goal of child centered education.
• Diverse role of teacher
Teacher in blended learning is playing different role, traditional role of a teacher in
classroom, she acts as motivator, as a resource person, as an organizer, as a developer,
when she develops content to be provided through ICT, as a guide on the side. Thus,
teacher gets freedom from the monotonous traditional roles and she can try her hands
in diverse areas that are good for her professional growth also.
Prerequisite of Blended Learning
Implementing blended teaching is not an easy task. It requires certain fundamental
preparations in all the elements of teaching learning process- teacher, student, content
designing, and infrastructure.
The following are the basic requirements for implementing a successful blended learning.

10. • Well trained teachers
Though child centered but teachers are an important pole of blended
learning. Teachers should be well acquainted with the concept of blended learning
and fully trained and skilled to blend both types of approaches- tradition and
technological. They should be trained to develop content in digital form so that it
can be available to students online. They should be well versed with internet
browsing and internet terminology, should be aware of all the websites that can be
useful for the students while learning online. Teacher should know how to utilize
blogs, you tube facility, software like Skype, google talk and others for video
conferencing and social networking sites for educational purposes.
• Teachers with scientific attitude
It is very important that teachers have scientific attitude. They should have
good observation skill, they should be optimistic should have problem solving skills.
Scientific attitude will help the teachers to deal positively with failures she will get
while working on this innovative concept and will help to analyze the conditions
objectively. This right type of scientific temper will automatically filter from
teachers to students
• Teachers with wider outlook and positive approach towards change
As it is must for the success of any innovative idea or method blended
learning process also need teachers that have a wider outlook and should be
flexible, they should be ready to accept the changes and very innovative and
dynamic.
• Complete facilities like well-furnished computer lab, internet connection,
provision for video chatting
It is the compulsory factor of blended learning. Blended learning largely
depends on infrastructure, school should not only have good classrooms but should
also have a well-furnished computer laboratory with sufficient number of
computers to cater to all the students of one class and the internet facility, a Wi-Fi
campus if possible.

11. • Formative evaluation and continuous internal assessment
The school authorities and higher educational bodies should be ready to
completely implement continuous internal assessment (CAI) and other tools of
formative evaluation as summative evaluation is not supported in the blended
learning. The provision should be made for online examination for making the
system more flexible.
Roles and Responsibilities of Learner
➢ Students who are new to blended learning environments must learn to adapt to this
mode of delivery which often requires more writing than face-to-face courses.
➢ Students also must make use of good time management skills as blended courses
require them to balance both online and face-to-face course activities.
➢ Although the instructor creates the blended learning environment, the technology
takes center stage as students interact with the technology through its delivery,
accessibility, flow, content and activities.
➢ As more content is presented online, the instructor’s role will shift from being a
presenter of information to a facilitator of knowledge.
➢ Students must become a collaborator. We could use virtual breakout rooms or
boards that can be used for collaboration opportunities.
➢ Other roles of the student in a blended learning classroom are students becoming a
communicator. We can use web-based communication in a classroom.
➢ Students must become a creator. Students have the freedom to explore and create in
various ways using both traditional and online or technology activities
➢ Students must become a researcher. Time is allowed for research leading to more
student-led learning
Roles and Responsibilities of Teacher
➢ Blended learning shifts the teacher’s role from knowledge provider to coach and
mentor.
➢ They must encourage students and celebrate their successes.

12. ➢ They must facilitate deep learning, discussion, and collaboration.
➢ Teachers must also coordinate cooperative grouping.
➢ They must analyze student data to make instructional decisions. Teachers can use
programs that provide immediate feedback and scores.
➢ Teachers must assess and provide actionable feedback. Ongoing assessments can be
made.
Advantages
✓ Blended instruction is more effective than purely face-to-face or purely online
classes.
✓ By using blended learning students can work on their own with new concepts which
frees teachers up to circulate and support individual students who may need
individualized attention.
✓ The uses of information and communication techniques have been found to improve
student attitudes towards learning.
✓ The global reach of the blended approach to education and training continues to be
one of its greatest advantages.
✓ 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.
✓ Not all content can be properly delivered online. The challenges of using a purely
online modality are eliminated when a blended approach is used.
✓ It also allows students to avoid costs that are incurred through travel,
accommodations and other expenses that are tied to ‘time and place studies.
✓ Blended learning allows learners the flexibility with their time to do their lessons
anytime and anyplace until a meeting with the lecturer becomes compulsory.
✓ 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.

13. ✓ 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.
✓ Some lecturers experience an improvement in the quality of students’ writing and
discussion.
✓ Blended learning often includes software that automatically collects student’s data
and measures academic progress, providing instantaneous feedback
✓ It allows for personalized education, replacing the model where a teacher stands in
front of the classroom and everyone is expected to stay at the same pace
✓ Blended learning encourages integration of technology into a variety of subjects.
✓ Blended learning also has the potential to reduce educational expenses
Disadvantages
✓ Blended learning has a strong dependence on the technical resources or tools with
which the blended learning experience is delivered
✓ Its literacy can serve as a significant barrier for students attempting to get access to
the course materials making the availability of high-quality technical support
✓ The use of lecture recording technologies can result in students falling behind on the
material
✓ Providing effective feedback is more time-consuming when electronic media are
used in comparison to traditional (e.g., Paper-based) assessments.
✓ Lack of access to network infrastructure.
✓ Before a blended learning scenario can be considered ready for use, the lecturer has
to do long, detailed and extensive work. Preparation for startup is very time
consuming.
✓ 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.
✓ 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

14. ✓ 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.
✓ Students sometimes feel that they are given more work to do when distance
modalities are used.
REFERENCE
https://www.ugc.ac.in/pdfnews/6100340_Concept-Note-Blended-Mode-of-Teaching-and-
Learning.pdf
https://files.eric.ed.gov/fulltext/EJ1124666.pdf
https://www.lisc.org/media/filer_public/99/02/990296e9-9471-45f8-ac5b-
5a92babe501a/schoolbuild_additional_resources_blended_learning_design_guidelines.pdf