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Basically, I think it's got real merit, but it's not with out its drawbacks. Would I implement blended learning? Yes I would and to answer the question, I am going to keep it short and sweet. In implementing a blended learning strategy in a high school classroom I would:
1. Not build my program around it, but rather use it as a tool to help enhance a learning program - not all students have access to technology, or the motivation to use it..
2. I would have a back up for students who do not do the activities - To ensure that students who do not engage with the blended learning strategy, either willingly or otherwise, are still afforded the opportunity to learn content.

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Having worked in a range of schools from differing socioeconomic status it is interesting to focus on the considerations that income has much to do with whether blended learning can be accessed. It is important that students firstly have the tools to be able to access content from home. Options may be provided to students to access whilst in the learning environment to give them greater chance of engaging with the content. It is important to note that students will only engage if the content is relevant to them and relevant to the curricular content and assessments. Flipped classrooms have proven to be a way of providing information to students, shorter videos are more often reviewed if they only have focused on the key ideas.

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Blended Learning in Primary Education (Emma)

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Blended Learning in Primary Education (Emma)

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In my belief a major hinderance in Blended Learning is the lack of resources and lack of motivation that some students have. I therefor believe that for blended learning to be effectively integrated additional steps and considerations need to be made:
-liaising with parents is important but can not be the only avenue taken by teachers to increase motivation at home
-At home tasks need to be engaging and relative to the interests of the students otherwise a lack of motivation will be a major hinderance
- Options for students who do not have the resources at home to complete tasks or access information that is supplied online. Students may have the option of completing the tasks before school or during breaks throughout the day using the school computers/technology.

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Thank you all for your participation - particularly in the discussion and in this reflection activity! It is great to read a variety of how-to's in implementing blended learning different contexts!

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Thank you all for your participation - particularly in the discussion and in this reflection activity! It is great to read a variety of how-to's in implementing blended learning different contexts!

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Cheers
Hameed, Julius and Sherylene :)
Group 5

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Blended Learning in vocational education and training

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Blended Learning in vocational education and training

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As I’m working in vocational and training schools and we have implemented online learning into our teaching and learning context, I found the challenge of introducing blended learning to our learners is their digital skills. This is because most of our learners are from poor background and have low level of technological skills; therefore, the accessibility to the technology need to be considered and supported by the institutions.
In addition, most of the vocational and training courses in our schools are practice-oriented courses and emphasis on what to do in the workplace so they require the improvement of practical skills, which are difficult to teach online. However, the advantage of blended learning in our context is it can provide flexibility and cost benefits over face-to-face method.

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Blended/Flipped in a higher education nursing context (Maureen)

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Blended/Flipped in a higher education nursing context (Maureen)

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As a Learning Advisor for a School of Nursing in a higher ed context, I have seen first-hand the introduction of a flipped model for all lectures in the nursing undergrad course. This is the four semester that this has occurred bringing both advantages and challenges. Students have cited the advantages as being able to engage in the content in varies ways in their own time and at their own pace with the ability to engage many times with it being available 24/7. However, there has also been issues in consistency of quality of videos and resources across the course and abilities of academics to adjust to the new method and still ensure it is based on sound pedagogy. Other challenges include ensuring sessional tutors are engaging students in tutorials at a higher level consistently across the many classes. There has also been a need to ensure that students are oriented in how to study in a flipped with videos now produced to this end.  A decision was also made this semester to bring back some lectures, particularly in some first year units, recognising that a blended method is warranted in some units.

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Blended learning in Secondary School education

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Blended learning in Secondary School education

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I am consistently developing my skills to implement Blended Learning (BL) into my educational context, however, there are significant difficulties. BL in a low socioeconomic area poses difficulties, particularly with ensuring a student capacity to access necessary tools. However, I am consistently trying to implement as much as humanly possible, generally through the use of GoogleClassroom. Students are required to complete an activity at home and then bring their perspectives/completed task to class. So far it has worked much more effectively with senior classes, but does work with independent, high achieving juniors.

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Blended learning application in vocational education and training (VET) (Renee)

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Blended learning application in vocational education and training (VET) (Renee)

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After reviewing the essential knowledge and performance criteria of the unit of competence, I would determine the most appropriate way to provide blended learning opportunities.
In my Cert IV class, adult learners have basic digital literacy, and with my support as an educator, I have been able to improve their use of technology to research current best practice in nutrition for Aboriginal and Torres Strait Islander clients, and learn new skills to critically analyse information.
Findings are shared in group discussions, and students are provided with written worksheets to answer. They then role play how they will  educate clients in a formal setting back in the classroom, which links theory to practice.
Self-directed learning opportunities in the library are successful as students are provided with a safe internet connection, access to appropriate websites,  and clear explanations about how to research effectively.
Students have become more confident to use digital technology, and apply their new knowledge in a supportive and non-judgemental environment.

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Important element to Blended learning is the instructor. (Henry)

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Important element to Blended learning is the instructor. (Henry)

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Working as an educational designer I work with academics constantly around implementing different Blended Learning activities. The pros to me are that blended learning opens up classrooms to new opportunities for reflection or active learning which was previously limited due to elements such as time.  However as identified in the discussions this could all go south without proper engagement and encouragement from the academic/instructor. Within my context it is important that I ensure the academics completely understand the reasons for using the blended learning model and what their role is within it.

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Utilising blended learning in higher ed biology (James)

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Utilising blended learning in higher ed biology (James)

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The way in which I would apply blended learning (BL) into my own teaching context would be to first analyse the subject curriculum to determine what topics would be more suitable for a blended environment. Some content might be split into an online portion (sterile technique for example), which is then supported through a traditional hands on practical or demonstration. To accomplish this effectively, the instructions that students follow during the online portion must be explained very clearly, or else the students may be demotivated to attempt learning in this mode.

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(Potential) Implementation in Teaching EFL for Secondary School Students in Indonesia  (Zulya)

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(Potential) Implementation in Teaching EFL for Secondary School Students in Indonesia  (Zulya)

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Although rarely is found research on blended learning in secondary school context, I believe that it might be applicable in my teaching context if supported by adequate facilities, such as Internet connection and students' digital savvy.

However, in my teaching context where learners need extrinsic motivation for learning EFL rather than the autotelic, it is important for me to design teaching resources which  correlate explicitly to what they would face in the assessment. More importantly, beside a clear instruction, there should be a clarity in how they would be assessed when doing the given tasks/ activities.

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Explain your learning design to your students and make the online activities purposeful (Shirley)

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Explain your learning design to your students and make the online activities purposeful (Shirley)

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In my higher education teaching it's very important that I explain my rationale for a subject - it's design and how it will be delivered - to students, so they understand 'my' vision for the subject. Also - the online activities need to be purposeful - that is, they need to be a 'means to an end' rather than an 'end in themselves'. That is, get students to do something online that will either be discussed/built on in the face-to-face class or directly assists students with their assessable tasks.

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As a secondary teacher I am continually developing my use of blended learning in the classroom. Google classroom is one tool that I use to deliver content to students. Delivering content this way allows students to progress through the set tasks at their own pace. It also gives me the opportunity to work with students that are less independent or require help.
Jason