This presentation discusses whether learning takes place differently in online and blended learning environments. It notes that constructivism suggests learning occurs through interaction with one's environment and other people. Both online and blended environments can provide hands-on learning opportunities. However, online environments lack physical presence and touch that may affect learning, particularly for younger students. Resources are available in various forms for both online and blended learning, including anywhere, anytime access and peer sharing.

1. This very informative presentation is brought to you by:
Tracy, Michael and Jane C.

2. Does learning take place
differently in online and
blended learning
environments?
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3. YES!
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4.  Constructivist like Piaget, suggest that learning and development occur
when children interact with the environment and the people around
them (assimilation).
 Hands on learning, allows the new information experienced to be
combined with the information that they already know
(accommodation).
 Students can construct knowledge by combining the new information with
the behaviour and the skills they have previously learned.
 Learners are adapting to the world through assimilation and
accommodation (Atherton, 2010).
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5. Student engagement in an online learning environment
can present itself in many forms:
 Participation in online discussions.
 Creating evidence of learning.
 Asking meaningful questions.
 Exploring the online world to expand knowledge.
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6. Student engagement in a blended learning
environment can present itself in many
forms:
 Participation in online discussions and f2f.
 Creating evidence of learning both online and
f2f.
 Asking meaningful questions online and f2f.
 Exploring the online world to expand
knowledge.
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7.  “There is evidence that touching behaviors can actually increase learning.”
(Kleinfeld)
 One recent investigation has shown that teachers that employed
such behaviors as smiling, touching, and close body proximity,
children “tended to learn significantly more.” (Kleinfeld)
http://www.hrepic.com/Teaching/GenEducation/nonverbcom/nonverbcom.htm

8. Resources for a blended learning environment
come in many forms:
 Guided access to resource.
 Access to resources from anywhere in the world.
 Access to resources at any time of the day.
 Peer to peer sharing of resources.
 Access to open text books.

9. Resources for an online learning
environment come in many
forms:
 Guided access to resources.
 Easy access to resources.
 Access to resources from
anywhere in the world.
 Access to resources at any
time of the day.
 Peer to peer sharing of
resources.
 Access to open text books.
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10.  Social rein forcers consist of words, gestures, and facial expressions.
Many students work diligently just to get a smile, pat, or a kind word
from the teacher.
Some examples are:
 Verbal: OK. Wow! Excellent. Nice going. Exactly. Right. Thank you. I
like that. Would you share that?
 Nonverbal: Smiles, winks, eye contact, nods, thumbs up,
touches, pats. walk beside, stand near, shake hands.

11. Student individualization in an online learning environment
can be attained through:
 Peer and instructor interaction and guidance through
collaborate and/or skype.
 Finding online tools and information that enhance
learning style.
 One to one online help with the instructor through
skype and other interactive medium.

12. Student individualization in a blended learning
environment can be attained through:
 Peer and instructor small group interaction
 Finding online and concrete tools to enhance learning
style
 One on one physical presence guidance with
instructor

13. Wall-E
Wall-E Movie Clip

14. Our Conclusions and Questions…
 Learning takes place very similarly in both the online and blended
environments.
 Where the two diverge and differ is the absence of physical
presence and touch.
 What could this mean for learning at the different age groups for
online learning?

15. Does physical contact affect online and
blended learning environments?
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