What is blended learning?

It has become quite the ‘buzz’ word during the pandemic. However, although it means different things to different people. We will explore some key aspects of BL.

A good place to start unpacking the various definitions of BL is the ELTJ article ‘Key concepts in ELT: Blended Learning (2010). Common definitions include:

  • combining traditional teaching with e-learning
  • combining different methodologies
  • combining different technologies
Despite the range of definitions, it is generally understood that the term refers to a course that combines face-to-face (f2f) classroom teaching with web-based learning. This is the definition I will use in this blog entry:

Flexibility

BL is fascinating because the concept is based on being responsive to individual contexts. There is no single ‘solution’, but rather many ways to blend classroom teaching and online learning.

Flux

The term is constantly changing. The term ‘virtual blend’ has recently been applied to 100% online courses which use ‘face-to-face online’ teaching in ‘live’ webinars. New, somewhat exotic incarnations of BL have evolved, such as f2f + Virtual Reality (VR). 

Why blend?

There are many reasons for transitioning to BL. One common reason is to combine the well-known positives of classroom teaching with the advantages of online learning, considered to be studying at your own pace, at a place of your choice; and ‘differentiation’ – using the online platform as a way of delivering personalized, individual learning.

‘Time’ is another frequently cited reason. There is simply not enough time for students to cover everything within the constraints of the class timetable. Indeed, some areas are best suited to self-study, such as extensive reading and practising difficult pronunciations.


Challenges

One of the biggest challenges in setting up a BL lesson is that it fails to satisfy anyone’s learning preference. 

The students who enjoy the class may not contribute to the knowledge building occurring in the online environment, while those who enjoy working online may dislike the time restrictions imposed by the timetable. Learners may not see the link between their lessons and online work. They sometimes perceive the online components to be of lesser value and fail to do the online work. Technical problems can prove de-motivating.


Which LMS or platform? 

Comparing LMSs rarely compares ‘like for like’. The platform you know and love may well be disliked or unknown to a colleague. Much depends on your own preferences, familiarity and of course, your school. (Google classroom is a case in point) 

The power of data

Such platforms have tracking tools that allowed you to see data on student performance, such as their scores for each exercise. It was quite a revelation for me, a classroom teacher, to see just what students do on the platform. 


Success with BL

There are four critical factors in working towards a successful BL course appropriacy, complementarity, attitude and training:

  • Appropriacy

Successful BL teachers plan activities that are appropriate to each mode: classroom and online.

Imagine working on a controversial topic. It is appropriate to develop oral fluency in the classroom, through real-time discussion. It is appropriate to work on ‘critical thinking’ through an online forum, giving students more time to reflect, draft and re-compose their written arguments.


  • Complementarity

This refers to the genuine integration of the ‘in-class’ and ‘online’ elements. Sending students individual messages via the platform is a great way to personalise a printed activity in the student workbook.

  • Attitude

“Apparently, we now have to use this learning platform, so here is your password!”

 This overheard comment evinces a disconnect between a teachers’ beliefs and their practice. The success of a BL course may well ultimately depend on both teachers and students holding positive beliefs about BL itself.

  • Teacher training

Both teachers and students need time to become familiar with online materials and procedures. Teacher training represents an investment in time and money, yet it is an essential factor in making BL work.


Conclusion: 

The concept of BL is rich and multi-layered. As technology changes, so does BL. Nevertheless, no matter how fast the technology changes, it is principled pedagogy which lies at the heart of a good unit or lesson and underlies BL.


Source: https://oupeltglobalblog.com/2020/03/10/blended-learning/ dated 10 June 2021. 


Further Readings: 

12 Of The Most Common Types Of Blended Learning - https://www.teachthought.com/learning/12-types-of-blended-learning/?fbclid=IwAR0E_IHGNRg30ibfAWFfUDErHp9YgTPHkcXLWGfxBbPjHTZ-X_oUFdBijX0









Comments

Post a Comment

Popular posts from this blog

THE BL ELEMENTS OF EFFECTIVENESS

  THE BL ELEMENTS OF EFFECTIVENESS DESCRIBED (27-28)  The cohesion of Vision and Pedagogy  The blended learning initiative should start with a collective vision informed by the instructional needs of the district, school, or classroom.  This vision should ultimately drive decisions of digital curriculum,  devices, tools, classroom design, and pace of the rollout. Each blended learning model presents unique pedagogical opportunities. To achieve cohesion  of school vision and pedagogy, school  leaders should strive to match the teaching practices embedded in each model to the school's academic  goals and practices.  For example, a school that prioritizes collaboration and  project-based learning  can find cohesion in a rotation station practice in  which one of the stations is dedicated to small group projects.  Capacity Building: Teachers and Instructional   Leadership Are   Equipped   With   the Skills ...
Read more

CLEARING UP BLENDED LEARNING CONFUSION There are many definitions of blended learning. The most frequently ref- erenced comes from a nonprofit, nonpartisan think tank, the Christensen Institute, which states, Blended Learning is a formal education program in which a student learns: (1) at least in part through online learning, with some element of student control over time, place, path, and/or pace; (2) at least in part in a supervised brick-and-mortar location away from home; (3) and the modalities along each student's learning path within a course or subject are connected to provide an integrated learning experience. Sometimes the conversation about blended learning includes references to personalized learning, digital learning, 21st-century learning, and next gen- eration classrooms. The purpose of this exercise is not to create a new definition. The evolving nature of technology and its potential application mandates a dynamic and similarly evolving understanding of "blended learning." Instead, we need to remain Practical in coming up with scalable classroom practices and example of theory in action. When successfully implemented, blended learning enables these hallmarks of best teaching and learning practices: • Personalization: providing unique learning pathways for individual! students • Agency: giving learners opportunities to participate in key decision in their learning experience • Authentic Audience: giving learners the opportunity to create for real audience both locally and globally • Connectivity: giving learners opportunities to experience learning in collaboration with peers and experts locally and globally • Creativity: providing learners individual and collaborative opportu nities to make things that matter while building skills for their future Chapter 1:Going Blended to Meet the World (6)

  CLEARING UP BLENDED LEARNING CONFUSION  There are many definitions of blended learning. The most frequent ref-  referenced comes   from a nonprofit, nonpartisan   think tank, the Christensen  Institute, which states,      Blended Learning is a formal education    program in which a student      learns: (1) at least in part through online learning, with some element of      student control over time, place, path, and/or pace; (2) at least in part in      a  supervised brick-and-mortar location away from  home; (3) and the      modalities along each student's learning path within a course or subject      are connected to provide an integrated learning experience.  Sometimes   the conversation about  blended learning includes references to  personalized learning, digital ...
Read more