The document discusses blended learning models and their advantages. It begins by discussing constructivism and how students construct their own knowledge from various sources. It also discusses media richness theory and how technology can enhance learning through rich media similar to face-to-face interactions. A 3-D grounded praxis model is described for traditional classrooms, while a 3-E pure e-learning model allows for synchronous and asynchronous online learning. A proposed 3-DE blended learning model combines the benefits of both by adding online and virtual interactions to contextual, choice-based, networked learning. This model aligns with constructivism and media richness theory by reducing geographic barriers through collaboration over networks. A case study demonstrates implementing this model through Moodle

1. Debarshi Mukherjee

2. Presentation walkthrough
 Premise
 Discussion on Constructivism
 Discussion on Media Richness Theory
 3 DE Blended Learning Model
 An example of Moodle implementation
 Q&A
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3. Premise
 Finding a better solution
 between learners centric and learning centric pedagogy
 or the one between knowledge construction and
knowledge communication
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4. Theory of Constructivism
 Highlights the ability of the student to create
knowledge.
 The transmission model works fine with small groups.
 Complex situations arise before a wide and vernacular
audience representing different socio-cultural groups
with various language expression abilities.
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5. Theory of Constructivism
 A student learns to put together pieces of knowledge
collected from different sources as transmitted to him
on various occasions and add his/her inner value and
own application to create knowledge.
 Minimal guidance to the students forces the students
to develop indigenous problem solving and cognitive
thinking ability leading to knowledge creation.
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6. Theory of Constructivism
 Scientists have coined different terminology to explain
the same model at different point of time (as exhibited
in Table#1).
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7. Major Gap in Constructivism
 Doesn’t work on intermediate or primary learners as
the requirement of strong instructional guidance
cannot overlooked.
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8. Media Richness Theory
 Arrived in late eighties which owes its origin to social
learning and selection of media to foster effective
communication.
 Media, preferably a computing device can send
information over a network while maintain the
richness of a face-to-face interaction.
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9. Media Richness Theory
 Argues that selection of media could enhance the task
being done consuming the media hence it can be
concluded that using networked learning mode can not
only reproduce the effectiveness of a face-to-face
conversation but increases many folds.
 The two theories advocate a blended model of
education could be meaningful.
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10. 3-D Grounded Praxis Model
 Discussion, Dialogue and Discourse: This model seems
befitting in its traditional classroom environment
addressing a relatively smaller group.
 Asynchronous learning mode wasn’t a part of 3D
model.
 To address a global audience using a technology
platform becomes imperative and offering online
course in virtual learning environment causes a
paradigm shift in education sector.
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11. Pure e-learning (3-E)
 Pure e-learning (3-E) format promises enriched
content, easy delivery mode and experiential learning
which is an extension to 3-D model.
 3-E model realizes both synchronous and
asynchronous learning modes.
 It offers to break the geographic barrier of traditional
classroom setting and imbibes the concept of
collaborative learning over a network.
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12. The Blend
 A blend of the two previous models seems evident as it
aims to bring effectiveness in the pedagogy to meet
learner’s expectations.
 The blended learning model appreciates the shift from
the legacy of enriched content, easy delivery and
experiential learning to the advanced dimension of
contextual, choice based, networked learning.
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13. The Blend
 All three dimensions of blended model function in
unison with the understanding of student’s expectation
designed in accordance with the interaction between a
student and a teacher as argued by constructivist
theorists (Laurillard, 2002).
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14. The Blend
 Sharing knowledge over a network reduces geographic
dispersion gap of a face – to – face classroom meeting
while bringing in the aroma of collaborative learning
which is exactly in line with the arguments of media
richness theory.
 Besides virtual interaction this model promises face –
to – face interaction as well under managed learning
environment as in India purely technology mediated
learning environment may work as an impediment to
the evolution of e-learning.
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15. The Blend (3-DE)
 Contextual learning does not only talk about enriched
content and its navigational dimensions but at the
same time situation specific across – the – table
interactions involving Dialogue – Discussion –
Discourse which helps meeting student’s expectations
with higher learning gain.
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16. 3DE Blended Model
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17. Factors of Management
Education in India
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18. 3DE Blended Model with factors
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19. A Case Study – Moodle at Galgotias
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20. A Case Study – Moodle at Galgotias
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21. A Case Study – Moodle at Galgotias
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22. Conclusion
 In the spectrum of educational system in India which is
split into different clusters starting from pre-primary
to tertiary education it is difficult to postulate a onesize-fits-all model of programme delivery and
knowledge dissemination.
 the theory of constructivism might not hold true for
young learners but can have an impeccable advantage
on matured learners for skill development.
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23. Conclusion
 given the infrastructural constraints across the country
pure e-learning format might not realize the learning
objective.
 Since we have moved on from traditional chalk and
model of learning a model bridging these two extremes
could possibly meet the student’s expectation by
developing a blended learning model.
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24. Conclusion
 Empirical evidences have suggested that experiential
and peer group learning under collaborative learning
environment foster application knowledge where
technology plays a pivotal role.
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25. Questions Please….
Dr. Debarshi Mukherjee
Associate Professor
School of Business
Galgotias University
debarshi.mukherjee@galgotiasuniversity.edu.in
+91.9899882497
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