Blended Learning
Overview
Blended learning is a formal education program that uses the tools of a learning management system (LMS) to teach and support learning in a face-to-face classroom with some element of student control over time, place, path, and/or space.
Teaching Ideas
Idea 1 - Flipped Classroom
Idea 2 - Station Rotation
Idea 3 - Lab Rotation
Idea 4 - Flex Model
Idea 1 - Flipped Classroom
- A form of blended learning where a student if first exposed to new material outside of the classroom and then applies that new material in the classroom. Application can be in the in the form of problem-solving, discussion, or project.
Idea 2 - Station Rotation
- Different learning stations within a classroom; at least one is an online station. Others may include discussion, tutoring, projects. All students move through all of the stations.
Idea 3 - Lab Rotation
- Students move from classroom to computer lab where they do online activities or classroom activities. It’s on a schedule or by teacher’s discretion. Students in the lab may be comprised of several classes (i.e. math, social science, biology) at the same time.
Idea 4 - Flex Model
- An online delivery for curriculum in a classroom where students learn online at their own pace at individual computers. They may move into break out rooms/areas for group work or may work together with a teacher for individualized support.
Guidelines for Use
Tip 1 - Alignment to Learning Outcomes and Assessments is key
Tip 1 - Alignment to Learning Outcomes and Assessments is key
- Make sure to connect online activities to course learning outcomes, as well as to assessments. Increasing assessment opportunities may also increase online engagement and quality of product. Include a clear schedule of online learning and activity expectation on the course outline so students can plan ahead.
- Since learning is done out of a school setting, it may overlap with personal and/or professional lives. Online activities, tasks, and assessments should therefore practice or demonstrate skill sets relevant to students’ lives.
- Create a central learning space where all content, instructions, and task materials are available. Make clear areas (i.e. chat, discussion forum, private messaging) in the repository for students to be able to engage with the instructor and with other students.
- Instructor and peer feedback on tasks and assessments should be timely and relative to the activity.
- Technology used for the course should be simple enough to use or to learn quickly. Students should also be provided with choice for technology tools and applications so everyone can be engaged.
- As an educator, you should have or develop a growth mindset that is flexible towards how learning takes place, various innovations, and how your role as a teacher changes.
Benefits and Challenges
Benefit 1- Meets Diverse Students’ Needs
Challenge 1 - Commitment is Needed
Benefit 1- Meets Diverse Students’ Needs
- Blended learning technology allows for differentiated instruction and accommodation (audio, visual etc.). Teachers do not have to “teach to the middle” and can meet students where they are.
- Collaboration, creativity, critical thinking, self-directed learning, etc. (P21)
- Students steer and guide own learning. Classroom teacher takes on role as facilitator/mentor guiding learning.
- Students can demonstrate their learning in a variety of ways with a variety of tools. Students can create blogs, post on discussion boards, and build an ePortfolio to name a few.
Challenge 1 - Commitment is Needed
- Bandwidth is needed, IT on hand to immediately fix anything, teachers need PD and buy in
- Not all students have access to tools outside of the classroom. Not all schools have funds and/or resources for current technology.
- Teachers delivering instruction in a blended classroom must reimagine and adjust their practice.
- Instructors must ensure that offerings are interactive and engaging rather than just passive.
- Ensuring participant commitment and follow-through with elements that are not live and self-directed.
Helpful Resources
For an example of a blended environment, view this Tackk page.
E-Learning Ontario - a guide to strategies, tools, and resources for blended and e-learning.
Blended Learning: What's in a Name? - Definitions of blended learning and associated terms.
EduGains: About 21st Century Learning in Ontario - Overview of the Ontario Ministry of Education's 21st century learning strategy.
Flex Model: Video
Station Rotation Model: Video
Lab Rotation Model: Video
Flipped Classroom Model: Video
For an example of a blended environment, view this Tackk page.
E-Learning Ontario - a guide to strategies, tools, and resources for blended and e-learning.
Blended Learning: What's in a Name? - Definitions of blended learning and associated terms.
EduGains: About 21st Century Learning in Ontario - Overview of the Ontario Ministry of Education's 21st century learning strategy.
Flex Model: Video
Station Rotation Model: Video
Lab Rotation Model: Video
Flipped Classroom Model: Video
Research
Anonymous. (2015). Blended learning in action. Tech & Learning, 36(3), 36.
Diaz, S. B., Diniz, D. A., & Hadjileontiadis, L. J. (2014). Towards an Intelligent Learning Management System Under Blended Learning: Trends, Profiles and Modeling Perspectives. Springer International: Switzerland.
McGee, P., & Reis, A. (2012). Blended course design: A synthesis of best practices. Journal of Asynchronous Learning Networks, 16(4), 7.
Partnership for 21st Century Learning
Smith, N. (2013). Face-to-face vs. blended learning: Effects on secondary students perceptions and performance. Procedia - Social and Behavioral Sciences, 89 , 79-83. doi: 10.1016/j.sbspro.2013.08.813
Suprabha, K. & Subramonian, G. (2015). Blended learning approach for enhancing students learning experiences in a knowledge society. i-manager’s Journal of Educational Technology, 11(4), 1-7.
Anonymous. (2015). Blended learning in action. Tech & Learning, 36(3), 36.
Diaz, S. B., Diniz, D. A., & Hadjileontiadis, L. J. (2014). Towards an Intelligent Learning Management System Under Blended Learning: Trends, Profiles and Modeling Perspectives. Springer International: Switzerland.
McGee, P., & Reis, A. (2012). Blended course design: A synthesis of best practices. Journal of Asynchronous Learning Networks, 16(4), 7.
Partnership for 21st Century Learning
Smith, N. (2013). Face-to-face vs. blended learning: Effects on secondary students perceptions and performance. Procedia - Social and Behavioral Sciences, 89 , 79-83. doi: 10.1016/j.sbspro.2013.08.813
Suprabha, K. & Subramonian, G. (2015). Blended learning approach for enhancing students learning experiences in a knowledge society. i-manager’s Journal of Educational Technology, 11(4), 1-7.