Six key variations of Blended Learning (HE) by Chara Yildirim-Abaci

Six key variations of Blended Learning (HE) by Chara Yildirim-Abaci https://padlet.com/cagriyildirim3/6s94tovrpc0b8kud en-us 2023-09-23 08:27:22 UTC 2023-10-10 21:29:07 UTC hello@padlet.com Driscoll 2002 cagriyildirim3 https://padlet.com/cagriyildirim3/6s94tovrpc0b8kud/wish/2717142478
BL is

To combine or mix modes of Web-based technology (e.g., live virtual classroom, self-paced instruction, collaborative learning, streaming video, audio, and text)
To accomplish an educational goal.
To combine various pedagogical approaches (e.g., constructivism, behaviorism, cognitivism) to produce an optimal learning outcome with or without instructional technology.
To combine any form of instructional technology (e.g., videotape, CD-ROM, Web-based training, film) with face-to-face instructor-led training.
To mix or combine instructional technology with actual job tasks in order to create a harmonious effect of learning and working

Key Characteristics include:
Learning objectives, pedagogy, technology for the mode of delivery, technology within the learning mode, and authentic job tasks.

]]> 2023-09-23 08:30:54 UTC https://padlet.com/cagriyildirim3/6s94tovrpc0b8kud/wish/2717142478 2004 Garrison and Kanuka cagriyildirim3 https://padlet.com/cagriyildirim3/6s94tovrpc0b8kud/wish/2717143776 BL is the thoughtful integration of classroom face-to-face learning experiences with online learning experiences.

Key Characteristics include

' thoughtful' integration of online learning with face-to-face learning.
Note pedagogy is insinuated but not mentioned. Technology is specifically online-dominated.
(This is Susan Orr's personal definition, mentioned in a video you might see later.)

]]> 2023-09-23 08:34:09 UTC https://padlet.com/cagriyildirim3/6s94tovrpc0b8kud/wish/2717143776 2006 Graham cagriyildirim3 https://padlet.com/cagriyildirim3/6s94tovrpc0b8kud/wish/2717144649 BL systems combine face-to-face instruction with computer-mediated instruction.

Key Characteristics include:

A 'system' that combines face-to-face with computer-mediated. (unclear if that is online or tools found on a computer)
His more recent articles also look at Learning Environments and Learning Systems.

]]> 2023-09-23 08:36:29 UTC https://padlet.com/cagriyildirim3/6s94tovrpc0b8kud/wish/2717144649 2010 Sharma cagriyildirim3 https://padlet.com/cagriyildirim3/6s94tovrpc0b8kud/wish/2717145608 BL is

A blend of teaching locations, including a mix of physical and virtual spaces.
A blend of teaching technologies, developing a digitally enhanced approach.
A blend of teaching approaches, employing active learning strategies

Key Characteristics

Holistic. A combination of pedagogies, technologies, and spaces for learning.
Technologies can be online/offline, synchronous, and asynchronous.

]]> 2023-09-23 08:39:04 UTC https://padlet.com/cagriyildirim3/6s94tovrpc0b8kud/wish/2717145608 2020 Cronje cagriyildirim3 https://padlet.com/cagriyildirim3/6s94tovrpc0b8kud/wish/2717146356 BL is the appropriate use of a mix of theories, methods, and technologies to optimise learning in a given context.

Key Characteristics
'Appropriate' combination of theories, and technologies in a given 'context'.

The terms 'appropriate' empowers the instructors, and 'context' is an acknowledgment of all the factors where the learning takes place.

His article notes - Blended wouldn't be as successful if the location, equipment, wifi, and resources were not supportive of student learning. ]]> 2023-09-23 08:40:54 UTC https://padlet.com/cagriyildirim3/6s94tovrpc0b8kud/wish/2717146356 2021 Zhu, Berri, and Zhang cagriyildirim3 https://padlet.com/cagriyildirim3/6s94tovrpc0b8kud/wish/2717146954 BL is a type of delivery mode that integrates both F2F and online instructions (Bonk & Graham, 2006; Graham, 2004). Online instruction through synchronous or asynchronous communications is supported with emerging learning technologies (Norberg et al., 2011), so, to succeed in such an environment, students must be comfortable using the technologies (Holley & Oliver, 2010; Song et al., 2004).

Key Characteristics
This version ties back to Graham's original.
Integration of face-to-face and online, synchronous and asynchronous, using technologies that students are familiar with.]]> 2023-09-23 08:42:21 UTC https://padlet.com/cagriyildirim3/6s94tovrpc0b8kud/wish/2717146954 JISC 2023 Beyond the Blend (Post Pandemic) cagriyildirim3 https://padlet.com/cagriyildirim3/6s94tovrpc0b8kud/wish/2737857054 The Office for Students (2023) now defines blended learning as learning that combines in-person delivery and delivery in a digital environment, while our own recent primer, reimagining blended learning in higher education (2020) defined it as a combination of face-to-face learning and dynamic digital activities and content. These are useful starting points.

Source: JISC Blended Learning
Sheila MacNeill & Helen Beetham

Published: 05 September 2023
Updated: 28 September 2023

Beyond blended - Jisc

]]> 2023-10-09 09:25:33 UTC https://padlet.com/cagriyildirim3/6s94tovrpc0b8kud/wish/2737857054 Bozkurt., A. and Sharma., R. 2022 (Post pandemic) cagriyildirim3 https://padlet.com/cagriyildirim3/6s94tovrpc0b8kud/wish/2737983947 Blended learning refers to combining onsite and online learning by blending the strengths of one modality and neutralizing the weaknesses of the other to provide flexibility to learners, instructors, and educational institutions. The flexibility can be afforded to time, space, path, and pace through sequential or parallel designs.]]> 2023-10-09 11:10:46 UTC https://padlet.com/cagriyildirim3/6s94tovrpc0b8kud/wish/2737983947 Beckingham, Beggs, Hinton, Varga-Atkins and Watson 2022 (post-pandemic) cagriyildirim3 https://padlet.com/cagriyildirim3/6s94tovrpc0b8kud/wish/2738066385 The recent Office for Students’ report (OfS, 2022) defined blended learning as “teaching and learning that combines in-person delivery and delivery in a digital environment.” Using this definition, blended learning has been common practice in the UK higher education (HE) sector since the start of the century, facilitated by the almost universal adoption of virtual learning environments (VLEs). However, the past decade has seen rapid changes in online practices, accelerated over the last two years. These changes have evolved the language we used to describe practice, resulting in a range of terminology used to describe the different ways students interact with their lecturers, their subject and each other. As we develop more flexible learning, providing student choice in place, pace and mode of learning, it is critical that we are using the same terms to describe the same learning modes so that expectations can be clear and consistent for staff and students. This practice guide, for course teams designing and delivering learning, describes the three key teaching modalities that may contribute to blended learning.
+ In-person learning: any form of formal or informal learning that requires physical co-presence of educators and students.
+ Synchronous online learning: formal online learning undertaken in groups in real-time facilitated by an educator. + Directed learning: flexible, self-paced learning activities that students carry out independently or as part of a team at a time and a location – online or in-person – that suits them. Combining modalities provides choice of time and place of learning for educators and students.
+ Hybrid: a deliberate integration of synchronous (online and in-person) and directed learning, used sequentially such that any one modality will be used at a given time.
+ Hyflex: learning is offered in-person, synchronously online and asynchronously online, with students deciding how to participate.

Source: Advanced HE 2022. Beyond Flexible Learning - practice guide_1669377235.pdf

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