Quadrant of Blended Learning: a Proposed Conceptual Model for Designing Effective Blended Learning (original) (raw)

Blended Learning - Its Challenges and Future

Procedia - Social and Behavioral Sciences, 2013

Nowadays, the trend of e-learning is increasing day by day and one of the tools to implement this concept is through Blended Learning. This paper gives the overview of the concept of Blended Learning from different perspectives such as the Holistic Perspective, te Educational Perspective, the Pragmatic Perspective, the Corporate Training Perspective and the Chief Learning Officer (CLO) Perspective. It also describes the various blended learning strategies. This paper also discloses the methods used in Blended Learning such as the synchronous instructional method and the asynchronous instructional method, which will help the readers to select the best instructional method. Besides this, the paper also reveals the dimensions of the blended learning approach i.e. blending offline and online learning, self-paced blending and live blending, collaborative learning, and blending structured and unstructured learning. This paper also describes the areas where this technique is beneficial, along with the challenges faced by this technique such as technical Challenges, organizational challenges and instructional design challenges. Then the Blended Learning process is described in terms of its various advantages. Factors that promote successful blended learning are also mentioned in this paper. Finally, some recommendations are suggested for future research.

Blended Learning in Higher Education: A Comprehensive Study

Blended Learning is a strategy that creates a more integrated approach to teaching learning process where different learning environments like Face-to-Face, online, social networking etc. are mixed with a goal to provide the most efficient and effective instruction experience.

Blended Learning: A New Learning Paradigm in Education

RED'SHINE PUBLICATION, 2022

The modern world is changing at the fastest speed with the advancement of information and communication technology. In this advanced cyber world, the teaching-learning process is also changing fast with the blending of information technology with traditional methods. The face-to-face model of teaching and learning is now being combined with the online mode. Open resources of educational materials and technologies are being used to create online content, which is creating the opportunity to learn anything from anywhere at any time. This blended mode of F2F and online gives more scope to learners in both ways of time and space. Blended learning, in a true sense, provides the opportunity for lifelong learning. But to have this opportunity, one must have access to the required technical support, which is the biggest challenge in our country. In this paper, concepts, models, components, and challenges of blended learning are being discussed.

Towards the Theory of Blended Learning

The purpose of this article is to develop a design theory of blended learning curriculum in ways of establishing a model for designing such a curriculum and a model for designing an activity in a blended learning curriculum as well as demonstrating how these models can be utilized in a curriculum design. It first attempts to define what the essence of blended learning is by drawing on definitions of previous studies. Then, it goes on to identify the characteristics and rationales of blended learning. Finally, it exemplifies the devised BLC activity model, which is supported by the BLC design model and the BLC process model.

Design and Development of Blended Learning Course: A Pilot Study

2016

Blended learning is a mix of classroom, self-directed, synchronous, and asynchronous approaches designed to optimise learning outcomes. Hence, it is a combination of online learning and traditional classroom learning intended to deliver educational contents in a personalised nature. It has changed the teacher-centered approach to student-centered approach and has restructured the learner’s role, thereby re-conceptualising and revitalising learning styles. This study provides a comprehensive picture of the short online course developed and delivered while pursuing a Post Graduate Diploma in E-learning Programme of IGNOU and tries to assess the course in terms of planning, development and delivery to support the theoretical postulations. Further, the study also tries to summarise the results of the course offered in the blended mode.

Blended learning in online teaching. Design strategies and future developments

2021

The contribution intends to look at blended learning from an unusual point of view, beyond its being an increasingly widespread option for face-to-face teaching, to consider it as a constitutive element of a completely online educational path. There are reasons to believe that blended activities, within a predominantly online educational path, acquire a specific meaning in relation to areas such as the presence of the educator in online contexts, the interactions between students, teachers and contents, the motivation to learn, etc. The research question is as follow: the blended activities in an online learning course can be designed in the same way as with students following face to face teaching? The contribution proposes a research design, to answer the research question expressed above, with the participation of teachers and students involved in face to face activities during their online degree courses of a Italian telematic university.

Design of a blended learning environment: Considerations and implementation issues

Australasian Journal of Educational Technology, 2013

This study identified critical issues in the design of a blended learning environment by examining basic design considerations and implementation issues. Following a designbased research approach with the phenomenological tradition of qualitative research, the study investigated instructor experiences relating to the design, development, and implementation processes of a blended course. The results reveal that the design considerations centred on the pedagogical approach, course organization, materials preparation, interactions, and the instructor's and students' roles. The affordances of the implementation included the arousal of the students' interest and participation, flexibility, time conservation, the ability to track student progress, and the improvement of interaction, collaboration, and communication opportunities. The challenges were increased workload, course and time management, overlaps, and the creation of harmony between the face-toface and online environments. The overall results show that the critical issues involved context, the pedagogical framework, instructor competency, and technical issues in the blended course design.

Current Research in Blended Learning

Handbook of Distance Education, 2019

This chapter synthesizes current research related to blended (hybrid) learning environments that combine online and face-to-face instruction. Research data highlights growth trends in blended learning implementation across higher education, K-12, and corporate training sectors. The development of models and theory to guide researchers is developing at a much slower pace. Current research is presented related to institutional issues (change and adoption, access to learning, cost effectiveness), student issues (learning effectiveness, engagement, satisfaction) and faculty issues (adoption, satisfaction and workload, professional development). The chapter ends with recommendations for future research related to blended learning environments.

Pedagogical and Design Aspects of a Blended Learning Course

The International Review of Research in Open and Distributed Learning, 2009

Based on recent research reports, the blended learning model, which combines face-to-face and online learning, is now the preferred model for online course design. Its superiority over online learning, which lacks face-to-face interaction, is evident from studies that examined both student achievement and satisfaction. Nevertheless, there is ambiguity in the literature and in the field regarding the proper implementation of blended learning and the optimal proportions between online and F2F components in various learning scenarios. The range of contradictory reports in recent literature on the potential of different blended learning models shows the need for more research on specific blended learning courses in order to establish proper standards for effective course design and implementation. The present evaluation study focuses on students’ perceptions of pedagogical and design issues related to a new model for blended learning that was used in a graduate-level course at the Open ...