Blended learning combines traditional face-to-face instruction with online learning, allowing flexibility in educational delivery through various models including rotation, flex, a la carte, and enriched virtual. Key advantages include improved access to resources, personalized education, and the integration of technology, while challenges encompass technical dependencies and the need for extensive preparation by educators. Successful implementation requires well-trained teachers, adequate infrastructure, and a collaborative approach from both students and instructors.

1. ATHIRA LEKSHMI V.S
NATURAL SCIENCE
ROLL NO. 37

3.  Blended learning is defined as the learning systems that “combine face to face instruction
with computer mediated instruction.”
 Blended learning also called hybrid learning, technology-mediated instruction, web-
enhanced instruction, and mixed-mode instruction.
 In 2006, the term became more concrete with the publication of the first handbook of
Blended Learning by Bonk and Graham.

4. 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.
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
projects, individual tutoring, and pencil-and-paper assignments.

5. 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.

7. b. Lab Rotation
A course or subject in which students rotate to a computer lab for the online-learning station.

8. 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.

10. 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.

11. Flex model
A course or subject in which online learning is the backbone of student learning. The teacher is
on-site, and students learn mostly on the brick-and-mortar campus, except for any homework
assignments. Some implementations have substantial face-to-face support, whereas others have
minimal support.
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.

12. 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.

14. 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

15.  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

16.  Students get training in different life skills
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

17.  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.
 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.

18.  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.

19. Prerequisite of Blended Learning
 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

20.  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.

21.  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.

22. 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.
 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

23. 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.
 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.

24. 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.

25.  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.
 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 student’s 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.

26. Disadvantages
 Blended learning has a strong dependence on the technical resources or tools with which the
blended learning experience is delivered
 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.

27.  Students sometimes feel that they are given more work to do when distance
modalities are used.