5
INTRODUCTION
This chapter covers the basic premise and definitions of blended learning, including a review of some key concepts and design considerations related to blended learning design, the importance of designing for peer-to-peer interactions and connections.
CHAPTER OBJECTIVES
After reading and reviewing this chapter, learners should be able to:
- Understand blended-learning concepts, a design framework, and strategies.
- Learn about tools and approaches to foster interaction and independence.
- Analyze the need for design consistency and course alignment.
- Distinguish blended learning from virtual (eLearning or mLearning) and face-to-face learning.
- List examples of activities in your own teaching that are well-suited to virtual vs. classroom environments.
- Review applications of effective design principles.
- Plan a blended-learning experience.
- Select and use interactive tools in blended learning designs.
- Show an example of building learner independence in a blended learning design.
CHAPTER SECTIONS
- Introduction to Blended Learning Design
- Design Considerations
- Managing Interaction
- End-of-Chapter Resources
Section 1: Introduction to Blended Learning Design
Video 3-1: What is Blended Learning
What is Blended Learning
Blended learning is a mixture of face-to-face time and online time in a class. Blended learning can include anywhere from 20 to 80% of the course time online. Blended learning offers the instructor the opportunity to extend the learning outside of the classroom, thus increasing the opportunities for students to connect to each other, as well as the chance to utilize a wider array of online resources and technologies to enhance the classroom time.
Some of the common tools used to enhance a blended course:
- Videos online at services such as YouTube
- Bookmarking tools and online resource lists
- Social groups
- Course lecture and tutorials (flipped learning)
- Podcasts and interviews with experts in the field
- Interactive Digital Learning Objects (DLOs) at Open Educational Resource (OER) sites such as MERLOT
One example of this would be when faculty use online discussions to expand on discussions that started in the classroom. The instructor may use 30 minutes of one lecture to get a debate started, and then have the students continue that same discussion in an online discussion forum for the rest of the week. This allows the students an opportunity to delve deeper and longer into the topic they are discussing and to spend time looking up resources and information to enhance the quality of their points. This is an excellent blended learning tactic that helps advance the students learning in meaningful directions.
As you read this chapter, consider how a stakeholder group might view blended learning and what you might tell members of that group (in under 100 words) to help them in understanding what it is. Identify the stakeholder group who is the audience for your message (students, colleagues, families, employ