Blended Learning Has Been Defined Many Ways by Many Different People |
Driscoll (2002), states Blended Learning has been described in many ways by many different people; and, Picciano and Seaman (2009) argue there is no one specific way to define it. However, Blended Learning is more generally seen as exchanging "seat time" in courses with online activities completed outside of class for the purpose of students achieving course learning objectives. Garrison and Vaughan (2008) continue by explaining that Blended Learning provides students with the best learning experience because it incorporates the strengths of both face-to-face and online learning instructional pedagogies. Although Blended Learning is the best of two instructional pedagogies, school districts must realize implementing a Blended Learning approach is complex because it requires teachers and course designers to reorganize and redesign instructional materials and learning activities, so traditional classroom structure and student learning is transformed. For example, this pedagogical approach transforms the teacher from content expert and lecturer to a more active and collaborative environment where students are learning at their own time, place, and pace (Poon, 2013).
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Importance of Defining Blended Learning in Your District |
Since Blended Learning has different meanings depending on the interpretation of the ratio of time spent in a face-to-face vs an online setting, it is key for school districts to establish a clear understanding so nothing is open to interpretation by its stakeholders (VanDerlinden, 2014). Without specific definitions and parameters of time to be spent in the face-to-face setting versus the online environment, instructional designers will lack the structure necessary to develop instructional materials that compliment the best of both instructional pedagogies. Careful consideration and planning is critical when creating effective lessons that take advantage of the collaborative nature of new social technologies while incorporating the benefits of the traditional face-to-face classroom (Garrison & Kanuka, 2004). Last, administrators will need to rethink the scheduling of Blended Learning courses. Should courses meet three times a week at regularly scheduled days and times? Or should scheduling be more dynamic and give teachers the flexibility of when to schedule face-to-face meetings versus providing online activities?
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Four Models of Blended LearningRotation Model Flex Model A LaCarte Model Enriched Virtual Model |
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District Blended Learning Implementation Checklist
(Graham, Woodfield, & Harrison, 2013)
1. What is your district's Blended Learning definition if you have one?
2. What is your next step to improving your Blended Learning definition?
3. Do students understand what Blended Learning course designations signify?
4. Does your course catalog system designate Blended Learning courses as such?
5. What is your district's Blended Learning development process? Who oversees the Blended Learning course development process? Administration, campus, or departments?
2. What is your next step to improving your Blended Learning definition?
3. Do students understand what Blended Learning course designations signify?
4. Does your course catalog system designate Blended Learning courses as such?
5. What is your district's Blended Learning development process? Who oversees the Blended Learning course development process? Administration, campus, or departments?