Blended Learning - Summary Notes

Blended Learning – Summary Notes
Two forms of digital learning – blended learning and online learning (virtual learning)
Blended Learning
Blended learning is any instructional units that combine online and face-to-face activities.
Blended Learning Models
Four major blended learning models are:
1. Rotation – face-to-face and online, web-based learning experiences within a given face-
to-face course
2. Flex – face-to-face and online, web-based learning experiences within a given face-to-
face course
3. A la carte – combine online courses with face-to-face elements
4. Enriched virtual – combine online courses with face-to-face elements
Rotation Model
Learners transition among face-to-face (learning in the physical classroom) and online learning
modalities, sometimes on a fixed schedule or at the teacher’s direction. For example, a 10th
grade chemistry teacher could set up four stations in his classroom, cycling students through an
online simulation, a physical experiment, small group discussion and a quiz.
Four subtypes
1. Station rotation
2. Lab rotation
3. Flipped classroom
4. Individual rotation
Station Rotation
This model rotates all students through all the stations in a classroom. This is considered one of
the most popular and increasingly used approaches (elementary schools).
Lab Rotation
Students go to a computer lab for the online learning portion of the rotation. This suits
teachers who have access to computers.
Flipped Classroom
Students complete the online learning rotation off the school site, typically as homework
outside of class time. Example, the content is done online, and the homework or activities are
done in class. The online or pre-class activity can be audio, video or any learning object (online
field trips, online simulations).
Individual Rotation
This provides students with an individualized rotation schedule determined by the teacher or
computing algorithms. Unlike other rotation models, students do not necessarily rotate to
every station; they rotate only to the activities scheduled on their playlists. The rotation is
based on the teacher’s analysis of the student’s completed work.
Flex Rotation
Online learning is the main learning modality for students, but the learning occurs in a face-to-
face setting with a teacher present to help oversee projects or lead discussions. It lets students
move on fluid schedules among learning activities according to their needs. Teachers provide
support and instruction on a flexible, as-needed basis while students work through course
curriculum and content. This model can give students a high degree of control over their
learning.
A La Carte
Students take a fully online course with an online teacher along with their other face-to-face
courses. For example, a student might take an online course in Chinese at home and then
attend his high school for the rest of his courses.
Enriched Virtual Model
Students learn predominantly through fully online coursework but also have required face-to-
face, rich content learning experiences with a teacher. It is an alternative to full-time online
school that allows students to complete most of the coursework online at home or outside of
school but attend school for required face-to-face learning sessions with a teacher. Unlike the
Flipped Classroom, Enriched Virtual programs usually don’t require daily school attendance;
some programs may only require twice-weekly attendance, for example.
Benefits of Blended Learning
• Maximizes class time

• Improved reading abilities
Challenges of Blended Learning
Student challenges include:
Student accountability – students need to be self-discipline

Disinterest in video lectures – videos may be too lengthy, boring, or unable to draw
their attention
High workload – activities are time consuming and overwhelming
Motivation – less motivated with independent online work
Poor performance – research indicates that the flex model of blended learning
underperforms academically in comparison to face-to-face learning.
Teacher challenges include:
Openness to instructional change – teachers who are accustomed to delivering content

through lectures are less prone to become blended teachers. Also, becoming a blended
teacher can be difficult as it requires learning technical skills
Poor pedagogy becomes poor blended learning – poor instruction that is moved online
reveals itself rapidly. It is important to implement a blended learning model that
matches an instructional need in the classroom.
Resources for blended learning – create or finding web-based materials to support
blended learning is time consuming.
Institutional challenges include the following:
Vision for blended learning – must get student and parent buy-in. Also, it is important
to develop and communicate a vision for blended learning for students, teachers, staff,
and the community.
Increased class sizes -
Technological constraints and digital equity – technological demands for student’s
homes and classrooms or schools are different. Students need to ensure adequate
access
Accessibility – all digital learning resources are accessible to all learners. For example,
videos used in a flipped classroom model should provide closed captioning for the
hearing impaired.
Integration Strategies for Blended Learning
1. A school climate for continuous improvement –

2. Defined blended learning goals – should define what the model means for the school’s
learning environment and goals such as personalized learning for academic
achievement, increased student engagement
3. Teacher professional development – teachers can be unfamiliar with new pedagogical
approaches.
4. Reduced barriers to implementation – schools should reduce problematic technological
access, infrastructure and software issues for students with limited access.
A teacher should use these four support areas to learn more about the school’s or district’s
commitment to blended learning.
Competencies of teachers in successful blended learning environments
Mindsets/beliefs – blended teachers need:

o A vision for teaching and learning that values student-centered learning as a
pedagogy that assists in meeting all student’s learning needs
Qualities/personal characteristics – blended teachers should possess:
o Goals
o Openness in their data-based progress
o Interest in learning with workmates
Adaptive skills – blended teachers should:
o Engage in reflective practices
o Use data and feedback for continuous improvement and innovation
o Expand communication channels beyond the classroom
Technical skills – blended teachers need:
o Data literacy to examine assessment data to inform instruction
o Data-rich instructional practices and digital literacy to guide students toward
appropriate multimodal creative expressions.
o Management skills
o Access to LMSs (google classroom, Edmodo), assistive technologies, and other
tools
Classroom integration strategies
Flipped classroom must have 4 features: F-L-I-P
1. Flexible learning environment – students have some degree of autonomy in learning,

such as choosing the time, place, pace or path of their learning.
2. Learning culture shift – must be a transition from objectivist principles to more
constructivist ones: moving from students as passive receivers of knowledge to
student’s active involvement in their own learning and assessment.
3. Intentional content – start with clear educational goals and choosing sound
instructional practices. Teachers must continually analyze content. Any video-based
content should be about 6 minutes in length; use a conversational, informal, first-person
format; and emphasize key ideas. (narrated slide decks or screen casting are optimal)
4. Professional educators – professional teachers are reflective, collaborative and know
how to take criticism that can improve their practice.

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Blended Learning – Summary Notes

Blended Learning Models

Four major blended learning models are:

Enriched Virtual Model

Benefits of Blended Learning

• Maximizes class time

Challenges of Blended Learning

Student challenges include:

Student accountability – students need to be self-discipline

Openness to instructional change – teachers who are accustomed to delivering content

Institutional challenges include the following:

Integration Strategies for Blended Learning

1. A school climate for continuous improvement –

Competencies of teachers in successful blended learning environments

Mindsets/beliefs – blended teachers need:

Flipped classroom must have 4 features: F-L-I-P

1. Flexible learning environment – students have some degree of autonomy in learning,

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