Blended Learning Approach
A Blended Learning approach is one, which in most cases, will enhance and extend the learning opportunities for our 21st Century learners. The JISC study In their own Words describes what uses and expectations learners have for learning and teaching with technology.
Blended Learning is a blanket term for an approach, and the University sees that the following types of blend will be most useful in providing a complete learning environment for our students. These are:
- full provision of module related documents in electronic format;
- regular formative assessment with feedback,
- that all face to face learning is interactive,
- opportunities to learn from each other collaboratively,
- electronic personal development planning,
- and, the opportunity to submit all appropriate summative assessments electronically.
The rationale for supporting each of these perspectives on blended learning is that every learner is able to:
- have 24/7 access to all learning content, and to ensure equality of access;
- gauge their progress against the learning outcomes, to receive supporting feedback on this progress, and for staff to have information on student progress;
- participate in, and engage with interactive learning opportunities in her or his face-to-face learning sessions. There is no expectation that this need necessarily involve the use of technologies.
- use asynchronous collaborative learning which extends the face to face learning, creating supportive learning networks, managed by learners at a time and place best suited to their needs;
- understand better her or his learning process, act on feedback, so as to become more effective and successful, as well as collecting evidence on achievement to enhance our learners employability;
- save time and paper, and provide feedback quickly to each learner
For many tutors the reason for providing blended learning is that it works, enabling them to support learning that focuses on the best learning style for each student
It is in the tutor’s best interest to provide as many opportunities for the learner to access the educational content as possible, and in a way that the student can learn without finding the experience difficult or off-putting. Learners don’t just like one way to learn, so we should provide as many ways for them to receive their educational programme as possible. This is where e-learning "blends" come in.
We can all learn anywhere, anytime, anyplace as there are opportunities to learn all the time and all around us. We can learn in the home, workplace and even travelling (mobile or "m-learning"). Educational programmes can be tailored to the kinds of useful delivery media that are convenient, user-friendly, and (most importantly) serve the needs of the learner. TechDis – the JISC service to improve provision for disabled students through technology - argue that using blended learning can offer a great variety of presentation methods and can revisit materials covered previously in class and these materials can be more easily adapted to learners’ needs. So, for example, using e-mail discussion forums for group work can assist learners with communication barriers (TechDis 2003). Disabled learners can benefit greatly from e-learning as it not only allows for distance and flexible learning, but also enables them to use a range of assistive technology to access those resources which would otherwise present them with significant barriers. Evaluating the Blended Learning Mix
It isn’t easy to create a truly effective and balance blended learning mix, but by monitoring and improving your balance of teaching styles and methods, you will see the value of this approach and what works best. Learning programmes that effectively blend multiple learning strategies and styles represent the very best of traditional teaching methods and exemplars for the future. They do, however, require the tutor to be aware of the need for holistic programme development. This emphasis on overall programme design and development requires practitioners who understand the pedagogy of learning and who can maximise the potential of the learning technologies that are available to them.
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