What is Blended?
This short presentation will give educators an idea about the basics of blended learning and how to shift their existing context to incorporate blended elements.
Promoting Culture in a Blended Context.
To link cognitive, social and teaching presences for the adult learner, a complete program needs to take into account students' needs for connection to learning activities; each other; and teacher support. Engagement and motivation are increased when school culture is promoted in an inclusive environment. Students need to feel comfortable in their learning environment first, in order for them to then to feel confident in their learning. To link online learning, where students may feel nervous about the delivery, a face-to-face component is needed to extend learning in an environment where adult learners are more familiar.
Below are some suggestions to implement a blended program into your practice. The context example comes from Sea to Sky Online School.
Another important role of the teacher in online courses is promoting discussion amongst students - this can be a difficult feat, Morrison (2013) provides a comprehensive list of how to promote online discussion.
Below are some suggestions to implement a blended program into your practice. The context example comes from Sea to Sky Online School.
Another important role of the teacher in online courses is promoting discussion amongst students - this can be a difficult feat, Morrison (2013) provides a comprehensive list of how to promote online discussion.
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Blended Learning Models.
The goal of creating a blended learning program for non-graduated adults to to shift the existing structure by providing something new. Prior to reconnecting with the school system, adult learners were non-consumers (Horn & Staker, 2015)* of the education system Since the system, as is, did not work for these individual something new needs to come about for increased motivation and success. Through disruptive innovation, the existing structure can be replaced to improve the student experience with a new approach (Afip, 2014; Arnett, 2014; Horn & Staker, 2015)*. [*See references in the Overview Information section - Academic research paper link for reference citation*]. For the purpose of this web-based resource as a supplement to a blended program- those models that lean toward the online learning side of the spectrum are more effective for adult learners by providing flexibility of delivery in time, place and pace.
Below are suggested Blended Learning Models which support disruptive innovation to prevent an exclusive online program from becoming isolating and unproductive. By incorporating face-to-face elements, students know they are supported as they pursue online coursework. Blended delivery also allows for personalization of learning experiences - something which is critical to support the adult learner.
Below are suggested Blended Learning Models which support disruptive innovation to prevent an exclusive online program from becoming isolating and unproductive. By incorporating face-to-face elements, students know they are supported as they pursue online coursework. Blended delivery also allows for personalization of learning experiences - something which is critical to support the adult learner.
A La Carte Model:
This model supports learning where students take a course where the teacher of record (the course teacher) is not necessarily physically present (Horn & Staker, 2015). The student is supported though technology for communication and discourse. Stronger students may opt for this model as they may only need limited face-to-face support to work autonomously. Learning in this model can be supported by team teacher, who sees the student face-to-face and connects with the course teacher to discuss learning delivery options. |
Image source: Blended Learning Universe
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Image source: Blended Learning Universe
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Enriched Virtual:
A physical space is provided that compliments the learning being completed online (Horn & Staker, 2015, White, 2016). Here, students can get face-to-face help with course content or help with the specific technology needed to complete assignments. In an enriched virtual environment accommodations can be made for personalization and access (Arnett, 2014; Horn & Staker, 2015; Lloyd-Smith, 2010) and there is an expectation to attend on some pre-determined schedule (Horn & Staker, 2015; White, 2016). |