Blended learning combines online and in-person learning, allowing students some control over the time, place, path, and pace of their education. It provides advantages like personalized learning and increased engagement through tools like videos, discussions, and Google Docs. Teachers guide students and help develop their skills in blended classrooms. Role playing involves students assuming roles to practice skills and look at situations from different perspectives. It actively engages students, allows them to make real-world connections, and helps them appreciate different points of view. For role playing to be effective, clear expectations and feedback are needed to create a comfortable learning environment.

1. P R E S E N T E D
B Y
K H A I R U R R A H M I
BLENDED
LEARNING AND
ROLE PLAYING

2. WHAT IS BLENDED LEARNING?
“Blended learning is
any time a student
learns at least in part at
a supervised brick-and-
mortar location away
from home and at least
in part through online
delivery with some
element of student
control over time,
place, path, and/or
pace.”
Innosight- Rise of Blended Learning

3. BLENDED LEARNING CAN BE….
• Email
Communication
• Videos/Simulations
• Web 2.0 Resources
• Google Docs,
Google Chat, E-
portfolios
• Podcasts/Screencasts
• Discussion Boards,
Class Wiki’s
• Any use of
technology
Depends on your needs in and out of
the classroom…
**Using a Learning Management System (LMS) to store and manipulate
content may help

4. ADVANTAGES OF BLENDED LEARNING
• Individualized
Learning
• Personalized Learning
Support
• Independent and
Collaborative
Learning
• Increase in Student
Engagement
• Accommodates
Several Learning
Styles
Adapted from Debra Marsh- Cambridge
University

5. TEACHERS ROLE IN BLENDED
CLASSROOM
• Help to guide
students
• Manage their
activities
• Direct their learning
• Help develop their
skills
Teachers are essential in the
success of the classroom

6. WHAT IS ROLE PLAY?
“a method in which key ideas and skills are
illustrated or practiced by learners assuming
roles and contexts in which the ideas and skills
would typically be applied”
(Reigeluth and Keller, 2009, p.37)

7. KEY FEATURES
• students participate in a hypothetical
situation, take on a different role and look at a
situation from different perspectives
• tasks can include:
- practicing a dialogue
- performing a skit
- being given a position to defend in a debate

8. LEARNING GOALS
• learners are:
- actively participating in their learning
experience
- making meaningful connections to real world
situations
- practicing real-life scenarios in a safe
environment
- building confidence through peer feedback
and improving themselves before applying
their learning to the real world
- learning to appreciate one another’s differences
through asking questions and taking on a role
other than theirs to understand a concept or
situation and looking at it through a different
perspective

9. THE PROCEDURE
1. The learning outcome of the role playing activity
must be made clear.
2. The roles and responsibilities of the learners must
also be outlined clearly.
3. The rules and expectations of the class must be
reviewed to prevent any possible conflicts.
4. Immediate feedback must be given to students so
that they can correct any behaviours or
techniques.
5. A debriefing session must be held after the activity
to consolidate ideas on what was learned.

10. CRITERIA FOR SUCCESSFUL
IMPLEMENTATION
• The expectations and instructions must be made
clear to avoid confusion.
• There must be an open and comfortable learning
community so students do not feel embarrassed
and uncomfortable in front of one another.
• Constructive feedback must be encouraged and
given respectfully.

11. SITUATIONAL CONSTRAINTS
• Some students may not feel comfortable
engaging in the activity
• Role play will not be effective in large groups as
it might be challenging for the facilitator to
thoroughly monitor and provide feedback to
everyone
• The activities can take a long time to set up and
practice
• There might not be enough time to thoroughly
practice and learn from the activity
• The instructions might be too lengthy, making the
activity complex and difficult to adapt to

12. RELEVANCE TO
ADULT LEARNING CONTEXT
• Role playing:
- provides the learner an opportunity to simulate
a real life scenario in the classroom
- encourages empathy among the learners and
helps them look at situations from different
perspectives
- allows students to discuss personal experiences
and learn from one another

13. THANK YOU