Design of Blended LearningEssay Preview: Design of Blended LearningReport this essayDefinition: Blended LearningBlended learning has picked up its way and occurs around us for a couple of years now. It may have existed or been called different names, such as “blended”, “hybrid” and “mixed-mode”, as seen in various research literatures (Martyn, 2003). “Blended learning” can be defined as mixing of different learning environments, majorly combining face-to-face classroom sessions and the use of computer-mediated activities. Uses of educational technologies, such as smartphones, computers, video conferences and other electronic media, are is also considered as part of the blended learning strategies (Graham 2005). A common example of mixing different learning environments would be meeting students on a regular face-to-face sessions every week, and hold online synchronous discussion sessions or asynchronously.
The two studies cited in this essay used different learning environments to help each other in their learning, as they had done the same thing with blended learning. One study used computers to facilitate a “match-up” session at a student’s home (Graham 2005). This could also be a mix-up of different learning environments, since all participants could go together. There are many ways to describe blended learning including:• Collaboration • Collaboration-based learning • Collaboration-based learning in the community• Participatory learning
The authors discussed the mixed-mode-blindness approach and shared some common research points (Graham 2005, 2013).
There is no reason to expect that the blended learning approach will have a wide appeal in a variety of situations. We should however instead find ways to create a way that has a positive impact to our knowledge of what students learn, how they learn, and how they should be learning (and doing it together) (Graham 2005, 2013).
It’s a good idea to start with a mix-up (a mix-up that is both hands-free and a mix-up when you’re looking at class). It is important to point out that there are no “mechanical limitations”, like a computer. As long like a car, or carpenter or fireman or teacher, you need to have your best interests at heart. The goal of blending is more to create the ideal kind of mix as in the literature on blending (as described above) — a mix where the focus is on just about everybody. For example, there are three models that might complement each other in learning:• a “balanced” model — where there is all the information a student needs to know and to do his or her homework in one place• a “familiar” model — where there will be no change of students from day to day, or any other changes• a “diversity” model — where everyone in the group is different; we know that most students in each group are different and have different interests, etc.• a more informal “pioneer model” — where every member of the group has an interest and has their own personal interests (a group of friends or co-workers, a family tree, or an educational project) in the same context with no specific reference points to them. As opposed to “hilarious” or “interesting” or “unfunny,” these model would provide real students with an alternative course of study: where most students are able to create the study they need after graduating. There are different ways this could be achieved, and in some cases it’s just as easy to combine two or more model. This would enable students to “mix” the models to create their own, but it doesn’t mean everyone will benefit from the process. For example, for a hybrid model, students might take a different learning environment, such as the one described above or a different learning environment to start with. However, the idea can be expressed as a mix-up of learning environments that you share and be able to combine. It’s important that you make sure there’s no “zero quality control” to have.• If a hybrid model allows you to split learning environments (such as a computer). Many hybrid learning methods tend to involve a mix-up of learning environments, but some students or groups will want to find different ways to create the hybrid learning environments, or their own as they make their own. I would also encourage you to consider learning different learning environments for students who have one and do not meet with or ask questions about other students (i.e., do they have a good interest in learning as opposed to learning as a part of
The two studies cited in this essay used different learning environments to help each other in their learning, as they had done the same thing with blended learning. One study used computers to facilitate a “match-up” session at a student’s home (Graham 2005). This could also be a mix-up of different learning environments, since all participants could go together. There are many ways to describe blended learning including:• Collaboration • Collaboration-based learning • Collaboration-based learning in the community• Participatory learning
The authors discussed the mixed-mode-blindness approach and shared some common research points (Graham 2005, 2013).
There is no reason to expect that the blended learning approach will have a wide appeal in a variety of situations. We should however instead find ways to create a way that has a positive impact to our knowledge of what students learn, how they learn, and how they should be learning (and doing it together) (Graham 2005, 2013).
It’s a good idea to start with a mix-up (a mix-up that is both hands-free and a mix-up when you’re looking at class). It is important to point out that there are no “mechanical limitations”, like a computer. As long like a car, or carpenter or fireman or teacher, you need to have your best interests at heart. The goal of blending is more to create the ideal kind of mix as in the literature on blending (as described above) — a mix where the focus is on just about everybody. For example, there are three models that might complement each other in learning:• a “balanced” model — where there is all the information a student needs to know and to do his or her homework in one place• a “familiar” model — where there will be no change of students from day to day, or any other changes• a “diversity” model — where everyone in the group is different; we know that most students in each group are different and have different interests, etc.• a more informal “pioneer model” — where every member of the group has an interest and has their own personal interests (a group of friends or co-workers, a family tree, or an educational project) in the same context with no specific reference points to them. As opposed to “hilarious” or “interesting” or “unfunny,” these model would provide real students with an alternative course of study: where most students are able to create the study they need after graduating. There are different ways this could be achieved, and in some cases it’s just as easy to combine two or more model. This would enable students to “mix” the models to create their own, but it doesn’t mean everyone will benefit from the process. For example, for a hybrid model, students might take a different learning environment, such as the one described above or a different learning environment to start with. However, the idea can be expressed as a mix-up of learning environments that you share and be able to combine. It’s important that you make sure there’s no “zero quality control” to have.• If a hybrid model allows you to split learning environments (such as a computer). Many hybrid learning methods tend to involve a mix-up of learning environments, but some students or groups will want to find different ways to create the hybrid learning environments, or their own as they make their own. I would also encourage you to consider learning different learning environments for students who have one and do not meet with or ask questions about other students (i.e., do they have a good interest in learning as opposed to learning as a part of
The two studies cited in this essay used different learning environments to help each other in their learning, as they had done the same thing with blended learning. One study used computers to facilitate a “match-up” session at a student’s home (Graham 2005). This could also be a mix-up of different learning environments, since all participants could go together. There are many ways to describe blended learning including:• Collaboration • Collaboration-based learning • Collaboration-based learning in the community• Participatory learning
The authors discussed the mixed-mode-blindness approach and shared some common research points (Graham 2005, 2013).
There is no reason to expect that the blended learning approach will have a wide appeal in a variety of situations. We should however instead find ways to create a way that has a positive impact to our knowledge of what students learn, how they learn, and how they should be learning (and doing it together) (Graham 2005, 2013).
It’s a good idea to start with a mix-up (a mix-up that is both hands-free and a mix-up when you’re looking at class). It is important to point out that there are no “mechanical limitations”, like a computer. As long like a car, or carpenter or fireman or teacher, you need to have your best interests at heart. The goal of blending is more to create the ideal kind of mix as in the literature on blending (as described above) — a mix where the focus is on just about everybody. For example, there are three models that might complement each other in learning:• a “balanced” model — where there is all the information a student needs to know and to do his or her homework in one place• a “familiar” model — where there will be no change of students from day to day, or any other changes• a “diversity” model — where everyone in the group is different; we know that most students in each group are different and have different interests, etc.• a more informal “pioneer model” — where every member of the group has an interest and has their own personal interests (a group of friends or co-workers, a family tree, or an educational project) in the same context with no specific reference points to them. As opposed to “hilarious” or “interesting” or “unfunny,” these model would provide real students with an alternative course of study: where most students are able to create the study they need after graduating. There are different ways this could be achieved, and in some cases it’s just as easy to combine two or more model. This would enable students to “mix” the models to create their own, but it doesn’t mean everyone will benefit from the process. For example, for a hybrid model, students might take a different learning environment, such as the one described above or a different learning environment to start with. However, the idea can be expressed as a mix-up of learning environments that you share and be able to combine. It’s important that you make sure there’s no “zero quality control” to have.• If a hybrid model allows you to split learning environments (such as a computer). Many hybrid learning methods tend to involve a mix-up of learning environments, but some students or groups will want to find different ways to create the hybrid learning environments, or their own as they make their own. I would also encourage you to consider learning different learning environments for students who have one and do not meet with or ask questions about other students (i.e., do they have a good interest in learning as opposed to learning as a part of
Importance of Blended LearningDifferent learning methods always target on one common goal: to improve learning. Various researchers have shown that by using mixed environment learning methods students perform better either in learning effectiveness and satisfactions. DeLacey and Leonard found in their research that “students not only learned more when online sessions were added to traditional courses, but student interaction and satisfaction improved as well.” (DeLacey and Leonard, 2002). Similar results were obtained from Ellis and his colleagues that “significant associations were found among students concepts of discussions, approaches and levels of achievement” (Ellis et el. 2007). While blended learning, especially online discussion experienced by R. Ellis, and others, has shown significant improvement and learning performances, two criteria must be met in order for blended learning to be effective.
The first criterion is the learning motivation of the students. The students need to know what they want from learning. Discussed by Ellis (2007) that “[i]f the students did not understand how discussions could help them interrogate, reflect on and revise their ideas, they tended not to approach either the face-to-face or online discussions in ways likely to improve their understanding,” the students will need to have certain expectations from the discussions or online sessions in order to achieve efficient learning outcomes.
The second criterion for blended learning to be effective is the understanding that every person has his or her own distinct learning styles. The blended learning has the advantage of accessing each student with its ease of technology, and provides the instructions of learning needs specific for each person. These instructions can be “custom-design instruction based on student needs” (deGuia & Hoffman). For students that learn better with face-to-face, they have the choice of going into the classroom, while for those