Main Body
CHAPTER 8 : Evaluating Successful Blended Learning
Introduction
This chapter will explore various dimensions of evaluation in reference to blended learning. Drawing in all that you have learned so far in this guidebook, it will give you a framework not only to evaluate your particular blended learning course or programme but also to weigh the pros and cons of different learning designs, identify key principles and gradually develop your own personal teaching philosophy for blended learning.
Models for Evaluating the Design and Delivery of Blended Learning
Although blended learning is now part of the narrative in education almost everywhere, it can still be a challenge to define and describe the concept. Many who are looking at or already working with blended models are doing so with little support or training. Requirements for engaging processes and quality outcomes are often not obvious to administrators, faculty, instructors or students.
Further, expertise in technology implementation, instructional design, teaching models and learning theory must be developed or accessed. Four general factors must be represented in the design and evaluation of blended learning:
- the pattern of delivery mode, which sequences and combines in-person or face-to-face engage-ment with independent and collaborative online social and cognitive activities;
- the materials, technology and media used;
- the use of varying pedagogical models, representing unique teaching patterns and learner actions, such as inquiry-based, constructive, behaviorism, experiential and others; and
- the temporarily of synchronous and asynchronous methods.
The quality of a blended learning course or programme must be assessed, with appropriate guidelines representing the granular practices and outcomes of blending many different teaching and learning opportunities.
This comprehensive guide is an attempt to help navigate this complex challenge and begin to understand the components of blended learning, its benefits and value, and the required design processes. While blended learning is really nothing more than employing a variety of media and methods to provide a mix of online and face-to-face learning, it can become a very difficult process to select from the range of possible combinations of elements, sequences and pacing’s. Once a blended learning design is in place, formative evaluation (continuous during the course or programme) and summative evaluation (at the conclusion of the course or programme) must be a seminal part of the quality assurance process.
In considering the quality of blended learning, it is helpful to look at the use of online environments and what they offer education. For quality online learning, certain requirements must be present as key parts of any blended environment; these requirements can also be extended to synchronous or in-person activities as the more traditional part of the blend.
Online learning can:
- increase access;
- foster equity in the lea