Week 9: Blended Learning

My critique on two Definitions of Blended Learning

Blended learning is a systematic process of selecting appropriate learning and teaching strategies, technology and media to achieve learning outcomes set (adapted from Dick, Carey, & Carey, 2009; Holden & Westfall, 2010)

Strengths

·         This definition is more generalised, so the party which is going to establish blended learning can structure the course in their own way

·         Torrisi-Steele (2011) stresses that in this type of definitions teaching and learning aims are inherent

Weakness

·         It is more vague and formless.

·         It identifies almost any teaching endeavour as blended learning (Torrisi-Steele, 2011)

Blended learning is 'a formal education program in which a student learns at least in part through online learning, with some element of student control over time, place, path, and/or pace; at least in part in a supervised physical environment; and the modalities along each student’s learning path within a course are connected to provide an integrated learning experience’ (UNSW Faculty of Medicine)

Strengths

·         This definition provides more specific characteristics of blended learning.

·         As highlighted by Torrisi-Steele (2011), the key ideas/concepts of blended learning is acquired from this definition (eg: flexibility, integration, variation, transformation, interaction)

·         Garrison & Vaughan (2008), advocates the idea of 'integration' rather than superficial approach, since it allows room for re-examination of existing approach and subsequent adoption of the new approach

Weakness

·         Too many words for definition. A simple and meaningful definition is always better

·         According to Torrisi-Steele (2011), this definitions place emphasis solely on the presence of both f2f interaction and technology rather than on the potential pedagogical impact.

My Definition of blended learning Proposed for VC

Blended learning is a student centred systematic integration of enriched f2f interaction with best of online technologies.

Why adopt blended learning

Driscoll (2002) & Singh (2003) emphasizes on the benefits of blended learning on the university administrators, faculties and students.

For administrators, blended learning…

·         offers a learner-centered pedagogy

·         may integrate with the strategic plan

·         improves classroom utilization

·         can help match delivery to academic need

·         can help fill under-enrolled courses and programs.

For faculty, blended learning….

·         gives access to new resources

·         introduces them to online learning

·         is an opportunity for faculty development and lets them experiment with new pedagogies and techniques

·         helps meet student expectations and build student skills

·         allows for more flexible scheduling

·         retains the face-to-face aspect faculty may cherish

For students, blended learning…

·         meets expectations for utilizing technology

·         develops independent learning skills

·         offers increased flexibility and convenience

·         provides better access to those with job, family, or distance barriers

·         helps reduce educational costs

From my experiences of teaching, assessing and/or providing feedback in a blended or open mode.

At the beginning it took time and new skills to engage in the online community and to develop course materials but once the initial preparation and readiness was over it was more convenient to organize and automate learning activities. In addition, blended learning provided me to work in more flexible schedules and got access to new resources and skills. The new teaching approach made me achieve the teaching objectives more efficiently and effectively. Through blended learning student participation and engagement was enhanced. I also experienced the efficiency in documenting online group and individual work and participation for assessment purpose. In general, I found the change of my role as a traditional teacher to a more student centered facilitator.

Quadrants related to Staff Engagement and Method of Delivery

According to the quadrants related to staff engagement and method of delivery proposed by Marshall (2014), the courses currently offered in VC mainly stands in the traditional University Courses. However few online distant course characteristics are found. With shift in the HE paradigm it is expected that the courses will shift from fully delivered on campus courses to partially delivered online courses. I do not yet see the trend where all the courses might be shifted to fully delivered courses.

Use of SECTIONS tool in Adopting New Technology

SECTIONS tool offered by Bates & Poole (2003) to help in technology selection seems perfect in choosing the technology which is appropriate for the courses in VC. Most of the time, good guidance in the selection of the appropriate technologies is neglected. Due to this time and money is wasted by falling for the glossy technologies which are not well planned for the possibilities of implementation. However, SECTIONS framework considers the main aspects related to adopting technology. This tool guides us to think critically towards the factors in which the technology might affect.

Levels of Engagement Across the Institution

This tool will help institutions

·         To in cooperate technology into teaching and learning

·         To encourage its staffs to be up to date with the varieties and the use of latest enhancement of educational technologies (hardware's and software's)

·         To assess the extent in which the staffs are using technology (frequency and quality of technology use).

·         To guide the staffs to be techno friendly

References

Driscoll, M. (2002). Blended learning: Let’s get beyond the hype. E-learning,1(4).

Garrison, R., & Vaughan, H. (2008). Blended learning in higher education: Framework, principles and  guidelines. San Francisco: Jossey-Bass

Singh, H. (2003). Building effective blended learning programs. Educational technology-saddle brook then englewood cliffs nj-, 43(6), 51-54.

Torrisi-Steele, G. (2011). This Thing Called Blended Learning — A Definition and Planning Approach. In Krause, K., Buckridge, M., Grimmer, C.and Purbrick-Illek, S.(Eds.) Research and Development in Higher Education: Reshaping Higher Education, 34, 360 – 371.