The sandwich model: a supportive framework for blended learning
The sandwich model: a supportive framework for blended learning
Fiona Stirling
What is the idea?
This chapter introduces a supportive framework for blended learning titled ‘the sandwich model’, developed during the delivery of a module for a counselling course. In this approach lecture topics were delivered over two week periods. In week one there was a synchronous lecture where the topic was introduced. Students did not need to prepare anything in advance of this. After this initial introductory session students had one week to engage with the self-directed asynchronous materials and activities that had been provided, which included readings and recorded videos with further information. In week two there were synchronous small group discussions facilitated by staff to consolidate the learning. The ‘sandwich’ in the name therefore comes from the sandwiching of self-directed learning between two variations of staff-directed sessions. Students reported increased confidence and satisfaction with their learning during application of this model.
Why this idea?
When teaching was driven online due to the COVID-19 pandemic many higher education classrooms were ‘flipped’ and ‘blended’ by necessity rather than design. Emerging research indicates the student experience of this was mixed (Boronyak, 2021), with perceptions of a higher workload and feelings of boredom, anxiety, and frustration (Aristovnik et al., 2020). Lai (2021) therefore recommends further thought and discussion on best practice for online learning to improve student interaction and collaboration.
Bates et al. (2017) highlight there is no single model for ‘flipping’ a classroom, only that instruction involves pre-recorded elements over which the learner has control of pace, while synchronous class time is utilised for engaging in collaborative learning and advancing concepts. The self-pacing is what can be of concern to educators due to assumptions that less motivated students will struggle, however it is exactly such an attitude which may be “perpetuating an anti-autonomous attitude for the student” (Bates et al. 2017, p. 7).
Mahalli et al. (2019) suggest the strengths of the flipped classroom model are making students ready to learn in class, and building curiosity for learning. I propose that starting the learning cycle with face-to-face engagement, with no requirement for preparation, urges the same curiosity and sets students ready to learn in a self-directed way online. Shifting from an expectation of ‘pre-class’ to ‘mid-class’ engagement also appears to diminish students perception of an increased workload as it transitions into the realm of homework rather than pre-work.
Jung et al. (2021) propose the key to a successful flipped classroom is engaging student agency to actively participate in learning, which requires self-regulation. Creating a structure which supports development of self-regulation can aid students in successful engagement. The expectation of students to engage with