This case study examines the transfer of onsite teaching to a blended learning sequence for high school students using a quality framework from the bladedu project. Findings indicate that while students appreciate the collaborative nature of blended learning, they reported lower engagement levels and dissatisfaction with course structure and ICT integration. The study highlights the need for further investigation into ICT requirements and course design to better meet student expectations.

1. Blended Learning in
Learner-centered Environments
A Case Study
Peter Mazohl – Harald Makl
European Initiative for Education
This project has been funded with support from the European Commission.
This publication reflects the views only of the author and the Commission cannot be held responsible for any use which may be made of the information contained therein.

2. The Aim of the Case Study
• Transfer of onsite teaching to a Blended Learning sequence
• Implementation of that Blended Learning sequence using the quality
framework developed in the BladEdu Project
• Pedagogical access by learner-centered teaching
Onsite Teaching
„The Team“
Blended
Learning
Teaching
Sequence
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3. Our Understanding of Blended Learning
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4. Terms (from Literature)
• Learner-Centered Teaching (Maryellen Weimer, 2012)
• Engages students in the hard and messy work of learning
• Includes explicit skill instruction
• Encourages students to reflect on what they are learning and how they are
learning it
• Motivates students by giving them some control over learning processes
• Encourages collaboration
• Blended Learning (Clayton Christensen Institute)
• Minimum one part through online learning (student control over time, place,
path and pace)
• Minimum one part in a supervised brick-and-mortar location away from home
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5. Conceptual Overview
Learner-Centered Access
Pedagogical
Access
Blended Learning Teaching
Method
Quality
Assurance
QualityFramework
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6. Environment of the Study
• Students
High School (between 14 and 15 years old)
• Subject
Presentation Techniques and Project Management
• Learning Sequence Topic
The Team
• Used eLearning Platform
Moodle (2.9)
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7. Methodology
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8. The used Quality Framework
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9. Selected Quality Criteria
• Use of ICT
• Description | Definition | Information
• Student support („tutorial support“)
• Assessment (Definition & Description, group work, peer evaluation)
• Evaluation of the course
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10. Findings: About Blended Learning
• Students appreciate the Blended Learning as a method
• Learn together, not alone, and
• Create an added value from the active learning
• On the other hand, they refuse to participate at such a learning
sequence again.
• This kind of learning needs a higher level of students’ engagement
and forces them to do more than in pure classroom teaching.
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11. Findings: Use of ICT
• Students did not estimate a high level of ICT knowledge necessary for
the Blended Learning.
• They estimated their own knowledge as sufficient.
• Teachers evaluated the ICT knowledge as average and not as
excellent.
• That was relevant during the online learning.
• That was evident at the final assessment.
• The role of ICT in Blended Learning must be closer investigated and
researched (and defined for Blended Learning courses)
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12. Findings: The Course Structure
• The learning sequence was structured linear by a quite simple step-
by-step structure
• Students specified the structure of the course as not well structured.
• They found the description of the course not detailed enough.
• These facts may be explained with the youth of the students.
• Donnelly, Aycock and others mention a certain level of maturity of
the “Blended Learner”
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13. Contact & Information
BladEdu Project: http://www.blendedlearning-quality.net
Peter Mazohl, Harald Makl: info@advanced-training.at
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