B L E N D E D

B L E N D E D L E A R N I N G Done by: Rakhimova Moldir 102 group

Blended learning is a term increasingly used to describe the way e-learning is being combined with traditional classroom methods and independent study to create a new, hybrid teaching methodology.

Many use terms like hybrid, mixed, orintegrative to describe the same trend.

A learning model in three parts There is a general consensus among education innovators that blended learning has three primary components: In-person classroom activities facilitated by a trained educator. Online learning materials, often including pre-recorded lectures given by that same instructor. Structured independent study time guided by the material in the lectures and skills developed during the classroom experience.

Features of blended learning A course created in a blended learning model uses the classroom time for activities that benefit the most from direct interaction. Traditional education (especially at the college level) tends to place an emphasis on delivering material by way of a lecture, while in a blended learning model lectures can be videotaped ahead of time so the student can watch on their own time. The classroom time is more likely to be for structured exercises that emphasize the application of the curriculum to solve problems or work through tasks. An individual semester of blended learning may emphasize classroom time at the beginning, then gradually increase the amount of work that students do online or during independent study. Many argue that class discussion boards, for example, are far more useful if the participants have met face-to-face first.

The “flipped” classroom, a more recent coinage, refers to classes that are structured almost exclusively around a reversal of expectations for lectures and homework. Students are expected to watch lectures online at home, and do homework while they are in class.

Blended learning redefining teaching roles. Facilitators focus on four key areas: Development of online and offline course content. Facilitation of communication with and among students, including the pedagogy of communicating content online without the contextual clues students would get in person. Guiding the learning experience of individual students, and customizing material wherever possible to strengthen the learning experience. Assessment and grading, not unlike the expectations for teachers within the traditional framework.

Models of blended learning

Models 1. Rotation model — a course or subject in which students rotate on a fixed schedule or at the teacher’s discretion between learning modalities, at least one of which is online learning. Other modalities might include activities such as small-group or full-class instruction, group projects, individual tutoring, and pencil-and-paper assignments. The students learn mostly on the brick-and-mortar campus, except for any homework assignments. a. Station Rotation — a course or subject in which students experience the Rotation model within a contained classroom or group of classrooms. The Station Rotation model differs from the Individual Rotation model because students rotate through all of the stations, not only those on their custom schedules. b. Lab Rotation — a course or subject in which students rotate to a computer lab for the online-learning station. c. Flipped Classroom — a course or subject in which students participate in online learning off-site in place of traditional homework and then attend the brick-and-mortar school for face-to-face, teacher-guided practice or projects. The primary delivery of content and instruction is online, which differentiates a Flipped Classroom from students who are merely doing homework practice online at night. d. Individual Rotation — a course or subject in which each student has an individualized playlist and does not necessarily rotate to each available station or modality. An algorithm or teacher(s) sets individual student schedules.

2. Flex model — a course or subject in which online learning is the backbone of student learning, even if it directs students to offline activities at times. Students move on an individually customized, fluid schedule among learning modalities. The teacher of record is on-site, and students learn mostly on the brick-and-mortar campus, except for any homework assignments. The teacher of record or other adults provide face-to-face support on a flexible and adaptive as-needed basis through activities such as small-group instruction, group projects, and individual tutoring. Some implementations have substantial face-to-face support, whereas others have minimal support. For example, some Flex models may have face-to-face certified teachers who supplement the online learning on a daily basis, whereas others may provide little face-to-face enrichment. Still others may have different staffing combinations. These variations are useful modifiers to describe a particular Flex model. 3. A La Carte model — a course that a student takes entirely online to accompany other experiences that the student is having at a brick-and-mortar school or learning center. The teacher of record for the A La Carte course is the online teacher. Students may take the A La Carte course either on the brick-and-mortar campus or off-site. This differs from full-time online learning because it is not a whole-school experience. Students take some courses A La Carte and others face-to-face at a brick-and-mortar campus.

4. Enriched Virtual model — a course or subject in which students have required face-to-face learning sessions with their teacher of record and then are free to complete their remaining coursework remote from the face-to-face teacher. Online learning is the backbone of student learning when the students are located remotely. The same person generally serves as both the online and face-to-face teacher. Many Enriched Virtual programs began as full-time online schools and then developed blended programs to provide students with brick-and-mortar school experiences. The Enriched Virtual model differs from the Flipped Classroom because in Enriched Virtual programs, students seldom meet face-to-face with their teachers every weekday. It differs from a fully online course because face-to-face learning sessions are more than optional office hours or social events; they are required.

The advantages include: Advanced collaboration tools. Online discussions, quick messages and feedback from the instructor and peer students. Increased accessibility. Courses can be accessed 24/7 – any time from any location. Improved communication. Better connection between lecturers and part-time students. Assessment 2. 0. Facilitated student evaluations with comprehensive online testing and granular reporting. Automatic grading offered by many learning systems is also a great relief for the teacher. Personal approach. Caters to each student’s pace and learning style, creates a more comfortable environment for both slow runners and sprinters. If the learners are struggling with a particular topic, they can reach out to complementary web resources or get quick help from their instructor. It’s just fun! Blended learning courses have proven to be more engaging for various student groups – from elementary school to post-graduates and advanced trainees.

Advantages Of Blended Learning For Teachers • Teaching is less expensive to deliver, more affordable and saves time. Blended learning offers flexibility in terms of availability – Anytime, anywhere. In other words, e. Learning enables the student to access the materials from anywhere at any time. • Access to global resources and materials that meet the students’ level ofknowledge and interest. • Self-pacing for slow or quick learners reduces stress, increasessatisfaction and information retention. • E-learning allows more affective interactions between the learners and theirinstructors through the use of emails, discussion boards and chat room. • Students have the ability to track their progress. • Students can also learn through a variety of activities that apply to many different learning styles. • E-learning could improve the quality of teaching and learning as it supports the face-to-face teaching approaches.

Advantages Of Blended Learning For Students • Increase student interest: when technology is integrated into school lessons, learners are more likely to be interested in, focused on, and excited about the subjects they are studying. Subjects that might be monotonous for some – like math and science, while also increasing information retention. • Keep students focused for longer: The use of computers to look up information & data is a tremendous lifesaver, combined with access to resources such as the internet to conduct research. This engagement and interaction with the resources keeps students focused for longer periods then they would be with books or paper resources, this engagement also helps develop learning through exploration and research.

Provides student autonomy: The use of e. Learning materials increases a student’s ability to set appropriate learning goals and take charge of his or her own learning, which develops an ability that will be translatable across all subjects. Instil a disposition of self-advocacy: Students become self-driven and responsible, tracking their individual achievements , which helps develop the ability to find the resources or get the help they need, self-advocating so they can reach their goals. Promote student ownership: Blended learninginstils a sense of ‘student ownership over learning’ which can be a powerful force propelling the learning, It’s this feeling of responsibility that helps the feeling of ownership. Allow instant diagnostic information and student feedback: The ability to rapidly analyse, review and give feedback to a students work, gives the teacher the ability to tailor his teaching methods and feedback for each student, while improving time efficiency. Enables students to learn at their own pace: Due to the flexibility of blended learning and the ability to access internet resources allows students to learn at their own pace, meaning a teacher can help speed up the learning process or give more advanced resources if necessary.

3 Blended Learning. Disadvantages • Ineffective use of learning technologytools can waste resources. If training facilitators and employees are unaware of how to use the learning technology provided, you probably won’t get the results you’re looking for. • Learners must have basic technology knowledge or a willingness to learn. In virtually all blended learning environments you will encounter at least one learner who is hesitant about change. There also those who may not be familiar with technology and have a steep learning curve ahead of them. To alleviate this issue, you should have support on hand to teach new learners and motivate those who may be more reluctant. It’s also important to cultivate a blended learning community that stresses the value of technology in training, as well as the real world benefits it can offer. Set up workshops that employees can attend in order to learn as much as possible about the new training program, and be introduced to the features of the devices they’ll be using on a regular basis. • High technology set up and maintenance costs. Purchasing the learning technology for your blended learning program, such as devices and infrastructure setup, can be costly. This is especially true if you have a larger workforce or several departments. However, bear in mind that these are just short term expenses, and that you are most likely saving money in the long run. Even if you have to pay a nominal monthly maintenance fee, you are still receiving the many benefits that a blended learning strategy has to offer.

Prepares students for the future: Blended learning offers a multitude of real-world skills, that directly translate into life skills, from: Research skills Self-learning Self-engagement Helps to develop a ‘self-driving force’ Better decision making Offers a larger sense of responsibility Computer literacy