blended learning powerpoint presentation

Mastering Blended Learning: 11 Practical Examples + Templates

Mikel Resaba

Blended learning, an innovative educational approach that combines traditional face-to-face instruction with digital learning, is revolutionizing classrooms worldwide. 

This method ensures flexibility, promotes student engagement, and enhances learning outcomes. In this blog post, we delve into specific blended learning examples, showcasing how ClassPoint seamlessly integrates into these activities. We will cover:

• Flipped classrooms and interactive lectures
• Station rotation and collaborative projects
• Blended learning for assessment and feedback

Dive in to discover how blended learning can transform your teaching experience and significantly benefit your students.

Table of Contents

What is blended learning.

Blended learning is an educational approach that combines traditional face-to-face classroom teaching methods with online digital media, allowing for a more flexible and personalized learning experience.

Top 6 Blended Learning Models and Practical Examples for Each

Blended learning is an educational approach that combines traditional classroom teaching with digital media and online instructional methods. This method ensures a balance between teacher-led instruction and student-centric learning, fostering an environment where students can progress at their own pace.

1. Flipped Classroom Model

In the flipped classroom model , students are introduced to learning material before class, with classroom time then being used to deepen understanding through discussion and problem-solving activities.

ClassPoint transforms this model by:

• Pre-Class Engagement : Teachers can share interactive presentations with students before class, ensuring they come prepared.
• In-Class Interaction : Utilize live quick polling and interactive quizzes to gauge understanding and encourage participation.
• Immediate Feedback : ClassPoint provides instant effective feedback to both students and teachers, identifying areas that need further attention.

2. Station Rotation Model

This model breaks the classroom into different learning stations, each designed to focus on a particular skill or topic.

ClassPoint enhances station rotation by:

• Interactive Stations : Create stations with interactive quizzes and activities , making learning fun and engaging.
• Timed Actitivities : With ClassPoint’s timer , teachers can effectively track the duration of each of the stationed activities.
• Student Grouping : Group students in random with ClassPoint’s Name Picker to keep the class engaged.
• Real-Time Monitoring : Teachers can monitor student progress in real-time, providing assistance as needed.
• Data-Driven Decisions : Use ClassPoint’s analytics to assess student performance and tailor future stations to their needs.

3. Lab Rotation Model

Similar to the station rotation model, but with a dedicated computer lab time.

ClassPoint’s role includes:

• Pre-Lab Preparation : Share presentation materials and quizzes with students before lab sessions to ensure students are ready.
• Lab Engagement : Use interactive presentations and annotations to guide lab activities, ensuring students stay on track.
• Post-Lab Review : Utilize ClassPoint’s analytics to review lab results, discuss findings, and solidify learning.

4. Flex Model

This model allows students to move on their own through a digital curriculum with teacher support as needed. ClassPoint supports the flex model by:

• Self-Paced Learning : Share interactive content that students can navigate at their own pace.
• Teacher Support : Utilize ClassPoint’s automated grading and feedback features to provide personalized support and feedback.
• Assessment and Tracking : Monitor student progress and assess their understanding through interactive quizzes and quick polling .

5. Online Lab Model

In this model, students take their entire course online but in a school setting, with teachers available for support.

ClassPoint’s contribution includes:

• Online Interaction : Create a virtual classroom environment with interactive presentations.
• Teacher Facilitation : Utilize ClassPoint’s interactive quizzes to facilitate discussions, answer questions, and provide guidance.
• Assessing Understanding : Use quizzes and polls to assess student understanding and adjust instruction as needed.

6. Individual Rotation Model

Students rotate through stations, but on personalized schedules set by a teacher or software algorithm.

With ClassPoint, this is enhanced by:

• Personalized Schedules : Share tailored interactive content based on each student’s schedule.
• Focused Interaction : Use ClassPoint’s tools for personalized quizzes and activities.
• Gamified Learning : Reward positive behaviours and progress with stars, levels and badges to encourage individual achievements.

5 Effective Blended Learning Examples and Activities in Action

Blended learning thrives when educators seamlessly integrate digital tools with in-person teaching. Below are ten specific blended learning examples, each tied directly to a ClassPoint feature, showcasing the versatility and impact this tool can have in enhancing educational experiences.

1. PowerPoint Puzzles

Interactive and educational puzzles in PowerPoint can adapt to various topics and subjects. They can be tailored to fit different lessons and adjusted for different learning levels, making them versatile educational tools. Interactive puzzles can also encourage collaborative learning. By utilizing PowerPoint’s features in combination with ClassPoint, a powerful add-in, you can transform static images into dynamic interactive PowerPoint puzzles that encourage student interaction and critical thinking, making it an ideal activity for blended learning.

Here is a comprehensive guide to help you create and elevate your PowerPoint puzzle templates:

Creating a PowerPoint Puzzle Template

• Choose Your Main Image: Start by selecting the main image that you want to turn into a puzzle. This image will serve as the base for your interactive puzzle.
• Place a Square Over the Image: Overlay a square shape onto the area of the image that you want to transform into a puzzle piece.
• Merge the Image and Square: Select both the image and the square, then use the ‘Merge Shapes’ function to combine them into a single shape.
• Create Puzzle Pieces: Use the ‘Fragment’ option under ‘Merge Shapes’ to break the combined shape into individual puzzle pieces.
• Repeat for All Pieces: Repeat the process of overlaying squares and merging them with the image until you have created all the desired puzzle pieces for your template.

Elevating Your PowerPoint Puzzle Template: Make It Interactive!

• Make Puzzle Pieces Draggable: Select the puzzle pieces that you have created, navigate to the ClassPoint tab, and enable the ‘Drag’ function for these selected pieces.
• Start the Slideshow: Begin your PowerPoint slideshow to move into presentation mode.
• Enter Draggable Objects Mode: Click on the ‘Draggable Objects’ icon to activate the drag and drop functionality for your puzzle pieces.
• Interact with Your Puzzle: Now, you and your students can interactively move and place the puzzle pieces, turning a static image into a dynamic learning tool.

2. Scavenger Hunt

By integrating scavenger hunts into blended learning, educators can craft dynamic and interactive experiences that are suitable for both in-person and online learning. These activities not only boost enjoyment in learning but also help solidify learning goals in a way that sticks with students.

You can easily create a digital scavenger hunt using ClassPoint’s Draggable Objects feature. Hide items within slides and have students move objects around to find them. This hands-on activity promotes problem-solving skills and adds an element of fun to learning.

Setting up your scavenger hunt:

• Choose Your Theme: Begin by selecting a theme for your scavenger hunt. This could be anything from a virtual tour of a city to uncovering hidden artifacts in a museum.
• Craft Your Background: Design or choose a background that aligns with your theme. This will serve as the playing field for your scavenger hunt.
• Select Objects for Your Hunt: Identify the items or clues that participants will search for. These could be objects, icons, or even words.
• Make Objects Draggable: Using the ClassPoint tool, select the items you’ve chosen for the hunt and enable the ‘Drag’ functionality. This will allow participants to move the items around during the scavenger hunt.
• Create Clues or Tasks: Design hints or tasks that guide participants in finding the draggable objects. This can be in the form of riddles, questions, or straightforward hints.
• Embed Feedback Mechanisms: Consider using ClassPoint’s feedback features to inform participants when they’ve found an item correctly or if they need to keep searching.
• Test Your Scavenger Hunt: Before rolling it out, make sure to test your scavenger hunt to ensure everything works seamlessly.
• Play and Engage: Launch your scavenger hunt, either in-person with a projector or share it online for remote participants. Encourage everyone to interact, explore, and most importantly, have fun!

3. Collaborative Brainstorming

By leveraging collaborative brainstorming in blended learning, educators can create an environment where active learning, teamwork and collaboration thrive, fostering a rich and interactive learning experience that transcends physical boundaries.

You can foster teamwork and idea sharing with ClassPoint’s Whiteboard Backgrounds. During group activities, transform your slides into whiteboards, allowing students to jot down ideas and collaborate in real time. This feature encourages creativity and collective learning.

Here’s how you can do it:

• Prepare Your Whiteboard: Set up your PowerPoint slides with a Whiteboard Background . This ensures that the focus remains on the ideas being shared.
• Create Sections for Different Topics: If your brainstorming session covers multiple topics, divide your whiteboard into sections, assigning a specific area for each topic.
• Use Sticky Notes or Drawing Tools: Utilize the sticky notes or annotation tools in ClassPoint to jot down ideas. These tools mimic the experience of a physical whiteboard, making the transition to digital brainstorming seamless.
• Encourage Real-Time Collaboration: Invite participants to join the session through Slide Drawing and encourage them to add their thoughts and ideas directly to the whiteboard.
• Facilitate the Discussion: As the host, guide the discussion, ensuring that every participant has an opportunity to contribute.
• Capture and Save the Session: Ensure that you save the contents of the whiteboard at the end of the session as slides to your PowerPoint. This ensures that all the ideas generated are captured and can be referred to later.
• Follow Up with a Summary: After the session, send out a summary of the ideas generated, along with the saved whiteboard image, to all participants. This helps to keep the momentum going and ensures that the ideas are acted upon.

4. PowerPoint Trivias

Engaging students can be a challenge, but with tools like PowerPoint and ClassPoint, creating an interactive trivia game has never been easier. Plus, trivias are ideal activities to spice up student engagement be it in online or in-person teaching. Here’s a comprehensive guide on how to bring trivia excitement to your classroom using these platforms.

• Download and Install ClassPoint: Ensure that you have ClassPoint installed on your system and that you’ve created an account to access all its features.
• Prepare Your PowerPoint Presentation: Open PowerPoint and create a new presentation, dedicating each slide to a different trivia question.
• Utilize the Inknoe ClassPoint Tab: Go to the Inknoe ClassPoint tab in PowerPoint and start adding interactive quiz questions to your slides.
• Configure Quiz Settings: Customize your quiz settings according to your preferences. You can set time limits, choose the question type, and more.
• Enter Slideshow Mode: Once your trivia slides are ready, enter the slideshow mode to start the game.
• Participants Join the Game: Instruct participants to go to classpoint.app on their devices and enter the class code provided to join the game.
• Start the Trivia Game: Click on the ClassPoint quiz buttons to initiate the game and display questions to participants.
• Collect Answers: Participants submit their answers through classpoint.app, and you can view their responses in real-time.
• Showcase Top Participants: Utilize ClassPoint’s leaderboard feature to display the top participants and create a competitive yet fun atmosphere.
• Engage and Discuss: Take the time to discuss the correct answers and provide additional information if necessary, turning the trivia game into an educational moment.

5. Classroom Quests

Classroom Games & Quests

Classroom games and quests can easily inject an element of fun and competition into the classroom, and turn traditional sleep-inducing lectures into dynamic, immersive experiences, both online and in-person.

Below are 3 examples of classroom quests you can set up easily in PowerPoint and play with your students: 

# 1 Current Event Question Hunt  

Engage students and test their current event knowledge by posing questions related to current events or topics in the form of interactive quizzes in PowerPoint . Correct answers can earn students points and a higher position on the leaderboard . For extra credit, teachers can introduce bonus questions on learning management systems or social media, encouraging students to answer outside of class. 

# 2 Mission QR Codes  

You can also turn classroom quests into exciting missions using mission QR codes linked to quiz questions in PowerPoint. You can easily set this up by first creating quiz question sets in your PowerPoint, and then taking a screenshot of your ClassPoint class QR code . Finally, scatter these QR codes throughout your classroom and you will soon witness your students eagerly engaged and on the edge of their seats.

#3 Drag and Drop

Utilizing drag and drop features in classroom quests adds a dynamic and interactive dimension to the learning experience. Trust us, utilising drag and drop in PowerPoint is like adding magic to your slides content when you can move things freely anytime during your presentation! We recommend integrating your classroom quests with this interactive puzzle using Draggable Objects . That way, you can add more anticipation and suspense when you reveal the clues or hidden information to any of the quest games you created. We bet your students cannot wait for you to reveal the next piece of clue or task!

Take Your Teaching to the Next Level with Blended Learning and ClassPoint

Ready to revolutionize your classroom with blended learning examples and ClassPoint? Dive into this innovative teaching approach and watch as student engagement and understanding soar. Start your journey today by trying ClassPoint for free, and unlock the full potential of your teaching experience!

About Mikel Resaba

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CHAPTER 1 : Blended Learning

This chapter is an introduction to blended learning: how it is defined, how it emerged, how it is being used and what it has to offer, as well as challenges you may encounter when implementing a blended learning approach in your teaching practice.

The Growth of Blended Learning

This guidebook presents new ways of thinking about teaching and learning to help you better prepare your students to learn and develop into 21st-century global citizens.

According to the U.S. Department of Education (Means, Toyama, Murphy, Bakia, & Jones, 2009), a blend of classroom and web-based teaching and learning offers access to the widest range of learning modes and methods for developing student skills and expertise as learners (Cleveland-Innes, 2017). Many findings on blended learning show an increase in learners’ ability to learn collaboratively, think creatively, study independently and tailor their own learning experiences to meet their individual needs.

This guidebook also provides information about some of the technology tools you can use to support in-person delivery in a seamless, truly blended way. Through careful, thoughtful blending and with consideration for technological skill levels and Internet access, learning for anyone can now take place with greater flexibility and convenience.

Innovative educators have for many years been creating new delivery methods in education by combining elements of in-person teaching with technology-enabled learning to bring people together virtually. Since the late 1990s, when simple learning management systems began to emerge, blended learning has grown very quickly. There are now many possible combinations and permutations, but it took time for this to occur.

While computers became part of everyday life for most in the early 2000s, education was slower to integrate computer technology. When it did, technology use was often limited to supplementing the usual teach-by-telling approach. As computers and the Internet demonstrated opportunities  for connecting people in multiple locations as well as for more interaction, more visuals and greater access to information, innovation increased but in fragmented, uneven ways.

Soon, Internet connectivity and browser development allowed broader and more user-friendly resources for anyone wanting to learn. Web-based learning replaced CD-ROM materials. “Rather than having to distribute CD-ROMs to learners, organizations could simply upload material, e Learning assessments, and assignments via the web, and learners could access them with a click of a mouse button” (Pappas, 2015b).

Today, computers, tablets and smartphones are available to the majority of the world’s population, and technology-enabled learning has become more varied and accessible. More and more institutions and teachers are adding web-based learning to their delivery methods, and learners have access to many applications to support their learning. The mantra “anytime, anywhere” has been taken up to describe the new wave of education. However, this notion is being challenged by education practitioners and researchers, who know that learning competence is not universal, student skills are very different from skills needed to participate in social media, and access to broadband Internet is not evenly distributed.

Teachers are still a key part of blended learning — teachers who have subject-matter expertise and basic technology skills, along with the new pedagogies that go with technology, such as constructivism and collaboration. Blended learning expertise provides  both.

What is Blended Learning?

The simplest definition of the term blended learning is the use of traditional classroom teaching methods together with the use of online learning for the same students studying the same content in the same course. It is a “thoughtful fusion of face-to-face and online learning experiences” (Garrison & Vaughan, 2008). There are also blended programmes , in which students study some courses in face-to-face classrooms and other courses are delivered fully online.

In other words, blended learning is a term applied to the practice of providing instruction and learning experiences through some combination of both face-to-face and technology-mediated learning. During the technology-mediated components of these learning experiences, students are not required to be physically together in one place but may be connected digitally through online communities. For example, one blended learning course could involve students attending a class taught by a teacher in a traditional classroom setting while also completing online components of the course independently, outside of the classroom, on an online learning platform.

Classroom instruction time may be replaced or augmented by online learning experiences, and online learning can include varying degrees of interaction or just time alone in independent study and learning activities. However, in a quality blended learning experience, the content and activities of both in-person and online learning are integrated with one another and work toward the same learning outcomes with the same content. The various learning experiences are synthesised, complement each other, and are planned or orchestrated to run in parallel.

Blended learning is sometimes called hybrid or mixed-mode learning . These systems of instructional design use many types of teaching and learning experiences and vary in design and implementation across teachers, programmes and schools. The potential variations of mixed-mode learning are virtually endless; a good way to get a sense of the range of possibilities is to consider some examples:

• In one school, a few teachers create mixed-mode delivery in their individual classrooms. In another, a whole programme chooses to make blended learning its choice of delivery for all students; all teachers work together to learn how to teach in a blended delivery system.
• Video recorded lectures, live video and other digitally enabled learning opportunities can be a student’s primary instructional interactions with other students and the teacher. In some cases, students may work independently on online lessons, projects and assignments at home or else- where, only periodically meeting with teachers to review their learning progress, discuss their work, ask questions or receive assistance with difficult concepts. In other cases, students may spend their entire day in a traditional school building, but they will spend more time working online and independently than they do receiving instruction from a teacher.

Blended learning can be divided into three main models.

The first model, blended presentation and interaction, has classroom engagement as its primary component, with support from out-of-class, online exercises. The flipped classroom or flipped curriculum approach is a common example of this model, with students viewing podcasts or other online resources independently, followed by classroom-based tutorials or seminars for group learning based upon these resources.

The second is the blended block model (sometimes called a programme flow model), in which a sequence of activities, or “blocks,” is structured to incorporate both face-to-face learning and online study, usually with consideration for both pedagogical goals and practical constraints. For example, a course for geographically distributed learners or working professionals may have limited opportunities for classroom-based learning and therefore begin with a block of intensive face-to-face sessions, followed by blocks of online study and collaboration through online tutorials, possibly followed by a further block of face-to-face learning or group presentations.

The third model is fully online but may still be considered blended if it incorporates both synchronous learning (for example, online tutorials) and asynchronous activities (for example, discussion forums). Thus, blended learning covers one or more of the following three situations:

• Combining instructional modalities (or delivery media).
• Combining instructional methods.
• Combining online and face-to-face instruction.

Table 1.1 Three models of blended learning.

Source: Hannon & Macken (2014)

Blended Learning Uses

As we saw above regarding the blended block model, there are often practical considerations leading us to choose blended learning. In addition, many policy makers and post secondary leaders believe that replacing some components of a learning programme with online or distance education is a cost-effective way to deliver post secondary education.

Our focus in this guidebook is on professional development and the effective introduction of blended learning to improve instructional practice and learner outcomes, not solely to introduce a blended learning resource. While some efficiencies might be created through online delivery, there is increasing evidence about its effectiveness in delivering instruction.

Two recent studies provide different views of whether online education will increase student learning and success. Nevertheless, over the past several years, perceptions of online learning have been shifting in its favor as more learners and educators see it as a viable alternative to some forms of face-to-face learning. Drawing from best practices in both online and face-to-face methods, blended learning is on the rise at colleges and universities as the number of digital learning platforms and ways to leverage them for educational purposes continues to grow.

The opportunities for learning or the affordances blended learning offers are now well understood, and both educators and students find its flexibility, ease Opportunity for collaboration at a distance: Individual students work together virtually in an intellectual endeavor as a learning practice of access, and integration of sophisticated multimedia and technologies highly appealing. The current focus of this trend has shifted to understanding how applications of digital modes of teaching are impacting students. Findings are showing increases in learner creativity, independence and self-direction.

Benefits of Blended Learning

The advantages of blended learning for students include increased learning skills, greater access to information, improved satisfaction and learning outcomes, and opportunities both to learn with others and to teach others. Recent research identifies the following key benefits of blended learning:

• Opportunity for collaboration at a distance: Individual students work together virtually in an intellectual endeavor as a learning practice.
• Increased flexibility: Technology-enabled learning allows for learning anytime and anywhere, letting students learn without the barriers of time and location but with the possible support of in-person engagement.
• Increased interaction: Blended learning offers a platform to facilitate greater interactivity between students, as well as between students and teachers.
• Enhanced learning: Additional types of learning activities improve engagement and can help students achieve higher and more meaningful levels of learning.
• Learning to be virtual citizens: Learners practice the ability to project themselves socially and academically in an online community of inquiry. Digital learning skills are becoming essential to be a lifelong learner, and blended courses help learners master the skills for using a variety of technologies.

Making Blended Learning Work

Technology integration in itself is not necessarily blended learning. If online learning is only a minor component of a classroom-based course, without offering students the independence, convenience and interaction opportunities of being online, it may not really be a blended learning system but simply a case of technology integration.

Creating an effective blended learning environment means making appropriate choices and overcoming the challenges that come with the use of technology. The following challenges and recommendations were identified in recent research on teacher perspectives, conducted by Athabasca University and the Commonwealth of Learning (Cleveland-Innes, Ostashewski, Mishra, Gauvreau, & Richardson, 2017):

• Technology access: A critical first step is to know which resources are available to your students. Is there limited bandwidth, unreliable Internet connectivity, or lack of devices such as laptops or smartphones? Once you are clear about access, you can choose learning activities with the technology in ways that allow all to participate.
• Design: Creating the appropriate in-person and online activities means designing courses with the pedagogic principles of both and integrating technology in a way that supports meaningful learning.
• Safety and security: Create awareness of cyber-malice and ensure security interventions against unethical learning practices, academic dishonesty, identity theft and bullying are in place.
• Skill development, support and training: Both students and instructors must have technological literacy and competence with technology applications.
• Motivation: Students need adequate motivation when engaging in a wide range of often shifting learning modalities, some of which may require significant skill development.

Later chapters will provide further guidance on using technology to create your blended learning environment.

This first chapter has introduced blended learning as an important and rapidly developing form of education, with an emphasis on the benefits it offers to both educators and students, including greater flexibility and convenience, as well as potential increases in learner creativity and independence.

Blended learning can be defined as the combination of face-to-face classroom instruction with online learning within a course or programme — a definition broad enough to include a wide range of variations appropriate to the individual needs and contexts of a school or course.

One key concept is that blended learning is not merely the addition of some technological element to an existing course but rather is an integrated plan utilizing the best of what both face-to-face and online learning have to offer. The blended presentation and interaction model, the blended block model and the fully online model provide initial frameworks for the deliberate structuring of blended learning to improve learning outcomes.

The next chapter will expand on this idea by considering additional models and frameworks for developing effective blended learning, including the Community of Inquiry framework and a systems-based  approach.

A Blended Learning Programme for Teachers

A blended learning programme including the following components was designed to provide teachers in a rural area with the knowledge required to implement technology-enabled learning, as shown by the following blended block model.

Pre-workshop preparation: A questionnaire was sent to participants before the online phase, asking them to describe their role in the educational system and their particular skills. The questionnaire helped facilitators adjust activities to the participants’ backgrounds.

Online workshop (core component): The workshop included individual study with online lessons and activities supported by facilitators. Both synchronous and asynchronous communication were used for online discussions and group work. The main outcome of the online component was an individual activity plan to help participants reflect on their teaching situation and to serve as a resource for the later face-to-face activities.

Bridge period: During this period between the two core components of the course, online support was provided to participants as they prepared for the face-to-face component.

Face-to-face workshop (core component): The face-to-face workshop consisted of classroom activities where participants presented and discussed their activity plans, practiced teaching principles and techniques, and further developed their activity plans.

Online resources: After completion of the course, additional online resources were available to help teachers transfer their new knowledge to their individual teaching settings.

(Adapted from Food and Agriculture Organization of the United Nations [2011],p.19.)

REFLECTION  QUESTIONS

• What access to technology do your students have?
• How are your technology skills? Do you need technology support? Where is it available?
• What tools would you use to decide which learning activities to offer in person and which to offer online?
• What is the nature of blended learning? What are the different components of your blended learning?
• Do you need instructional design support?

Resources for Further Reading

The following examples are in-practice blends of technology-enabled learning with in person teaching:

Bowman, J.D. (2017). Facilitating a class Twitter chat. Edutopia . Retrieved from https://www.edutopia.org/article/facilitating-class-twitter-chat

    All steps you need to prepare for and use Twitter as a way to engage students in learning activity discussions.

Wolpert-Gawron, H. (2017). Extending classroom management online. Edutopia . Retrieved from  https://www.edutopia.org/article/extending-classroom-management-online

    A case example of management strategies when you are using a blended classroom.

Guide to Blended Learning by Commonwealth of Learning is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License , except where otherwise noted.

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Home Blog Education Blended Learning Models and How to Implement Them

Blended Learning Models and How to Implement Them

Learning is no longer confined to merely brick and mortar schools where students are confined to whatever is taught by the teacher. It is now common for students to reach out to multiple sources, especially via the Internet to enhance their perspective regarding a topic. Even modern teachers opt for combining a variety of teaching methods to teach students, including using blended learning models.

What is Blended Learning?

Blended learning is a teaching method by which online educational content is blended with traditional teaching approaches. While it requires the teachers and students to be physically present, computer-mediated activities are combined to blend the learning experience for students, with the students having some control over the time, pace and place of the classes.

Blended learning is not only used for educational purposes but also for professional training. Different models of blended learning combine various levels of content delivery and interaction via digital mediums. The main purpose of blended learning is to provide a better teaching experience. In some cases, blended learning can also be seen as a more personalized method of teaching for better learning outcomes.

Blended Learning Models

There is a wide variety of blended learning models that allow different modes of content delivery and learning practices. Generally, there are six models that researches have pegged under the domain of blended learning.

Face-to-Face Driver

This model is used by teachers to drive instructions through digital mediums. The teacher is responsible for delivering most of the curriculum, while employing the help of digital tools to provide online learning resources to students. The teacher might use a lab or make learning content available online for students to learn from. The teacher can assign tasks via digital platforms to account for any knowledge gaps, provide new learning exercises or to reinforce lessons.

The face-to-face driver model might be used for an entire classroom or for a group of struggling students to help them in improving learning outcomes.

Implementing the Face-to-Face Driver Model: In order to implement the face-to-face driver model, teachers can use learning management systems or platforms such as Microsoft Teams or Yammer to share and assign tasks to their students. The school might even have their own customized platform, such as a learning management system which can be used for this purpose. At a bare minimum level, teachers can even make use of services as common as Google Drive or Office 365 to create and share educational content and allow online collaboration between students.

This model includes the teacher rotating students between classroom lectures and online learning time. Students receive a lecture and then get some time to online work. The teacher can assign students some reading time, online tasks or digital exercises during their rotation time. Many times teachers rotate time in a similar way by assigning students certain classroom tasks after a lecture. For example, primary school students are often tasked with writing an essay or completing a math problem during the class, work in groups on a project, etc. The rotation model simply takes this type of rotation to digital platforms.

Implementing the Rotation Model: The rotation model can be subdivided further into various modes of content delivery and learning. Station rotation might entail small group projects, individual tutoring and group instructions, whereas lab rotation might include students rotating to a lab for learning. Similarly, the teacher might use the flipped classroom approach by assigning students online learning tasks after school hours for lessons that are to be studied the next day in class. Another form of rotation is the individual rotation model, which includes the teacher setting individual time for students to rotate between learning modalities.

Teachers can make use of anything from YouTube videos to readings assigned via online sources or interactive applications to use the rotation model, be it within the classroom or for afterschool learning via the flipped classroom model.

In order to allow people with a busy lifestyle or individuals in remote areas to acquire degrees, many countries have set up what can be described as virtual universities. This is pretty much the flex model, where the majority of the content is delivered via digital platforms, with face to face support for students. This might include a university offering online learning, with the option for students to visit during working hours or specified time for further help from the faculty.

Implementing the Flex Model: This model requires comprehensive digitization of the learning curriculum. Experts or teachers can be hired to record class lessons and tasks can be assigned via learning management systems and other digital mediums. Students can have face to face interaction with teachers at designated times. Such an educational institute might even offer computer-based and self-learning facilities to students who might wish to visit the premises regularly, as well as optional classes with the physical presence of the teachers. Some institutes which can be described as falling under the flex model include; University College London, The University of Edinburgh, American College of Healthcare Sciences, and American College of Education.

Online Labs

Online labs require delivering the whole curriculum using digital platforms with some physical presence of the classrooms. This model usually also includes traditional classes. This model might be implemented in rural and remote areas where minimum teacher supervision might be used for teachers to learn using online platforms.

Implementing Online Labs Model: Some developing countries have even hired the help of remote learning educational institutes to offer classes to children in remote and mountainous areas via the Internet, where courses are delivered remotely via teachers with some underqualified local teachers assist the children. One example is the remote learning initiative by Elementary and Secondary School Foundation of the Khyber Pakhtunkhwa province in Pakistan which has setup similar classes for children from the native tribes living deep in the Hindukush mountains known as the Kalasha Valleys.

Implementing this model might be expensive, depending upon the requirements of the students and the type of learning offered. For remote and rural areas, equipment malfunctions can be a major hassle and students might not have frequent access to the Internet.

This model is appealing for students looking to learn outside conventional classes. Many e-learning business models are based on this concept. Some examples include; Lynda and Nugget Lab, both of which provide a series of premium courses that subscribers can learn from via informative videos. This model is commonly used in the IT industry, where IT professionals opt for relevant courses to pass IT-related certifications such as CCNA, CCSP, CCNP, CCIE, MCSA, etc. Other than professionals, students too can benefit from this model by opting for online courses that best suit their needs.

Implementing Self-Blend Model: Organizations that have successfully implemented such a model have vast archives of tutorials and testing material created with the help of expert professionals. These organizations hire experts from specific fields and create tutorials and tests that are then offered in the form of various packages to subscribers via their website. To implement the self-blend model an organization or individual might require access and knowledge of recording videos, screencasts, video editing, etc. There might also be a need to create virtual labs that can be used to run simulations for recording videos and showing a specific process in the video. For example, a computer course based on a new Microsoft Server might require showing the process of setting up the server, as well as connecting it to various physical or virtual computers.

Online Driver

Similar to the self-blend model, this model involves online courses where the entire course is completed online. Sometimes there might be teachers checking in on students during the lessons, however, the entire process of learning is executed via online learning tools. In some cases, face-to-face meetings might also be scheduled.

Implementing the Online Driver Model: This model can be implemented similar to the self-blend model, were interactive, and video-based lessons can help students learn. Some international organizations offer free online courses where a student interacts with an ongoing storyline to learn about a specific topic. At the end of the course, the individual is presented with a printable certificate with their name. Many premium courses are offered in a similar way by using digital learning tools video-based lessons and web applications.

Recommended Reading:  70-20-10 Model for Learning and Development

Advantages and Disadvantages of Blended Learning

Advantages of blended learning.

Blended learning offers a wide variety of advantages which can help improve the capacity of individuals and enable them to learn new skills with ease.

Improved Learning Outcomes: The individual can learn outside boring conventional classes with a variety of digital tools which can improve learning outcomes.

Flexibility: Blended learning often provides the flexibility to make use of a number of online resources at a time and place of convenience for the student. People who have a regular job can often benefit from this flexibility to acquire new skills or to complete a degree.

Cost-Effective: Many blended learning courses delivered through online sources are usually cheaper than regular classes at a physical classroom. This is because such courses minimize costs and enable learning at convenient times through remote mediums.

Customized Courses: Many times students can opt for customized courses according to their learning needs. This allows them to select courses which can help fill knowledge gaps and improve their learning of specific topics only. During an online course, one can also skip parts for which there is conceptual clarity and focus on the topics that need more attention.

Access to Experts: Many people living in remote or rural areas or from other countries can benefit from the best teachers from a specific field via online courses. For example, someone willing to take an online course to learn from someone who has expertise in Microsoft based operating systems in the United States can benefit remotely from their home country via an online course.

Personalization: Whether you’re taking an interactive course or watching a video lesson, there is an element of personalization in blended learning which really helps. For example, you can always rewind a video to go back to what you missed.

Disadvantages of Blended Learning

Blended learning is not without pitfalls and might not be suitable for all kinds of students.

Lack of Access to a Real Teacher: In some cases, access to a real teacher can be quite helpful in learning a subject. This can be scarce in the case of most blended learning models. Moreover, some students might require urgent answers for which a teacher might not be available. For example, if you were to take an online course and have your exam the next day, the only mechanism to access the teacher other than informative videos might be via email or a Q&A mechanism which might not get you the required answer any time soon.

Boring Courses: All blended learning courses are not necessarily engaging and interesting and that can leave you unmotivated and bored. Maintaining attention when no one is keeping you attentive (e.g. a real teacher) can be a challenge. This is because not everyone is as self-motivated as blended learning courses usually demand.

Need for Physical Resources: Some subjects require access to a lab or a teaching environment where one can practically examine and learn concepts. This is particularly true for many science subjects like chemistry, biology and engineering. Lack of access to physical resources might mean that you have a degree but not a real experience.

Complicated Digital Tools and Applications: Not everyone is all that tech-savvy. This might mean that many people might find it hard to use the required digital tools and applications for learning via blended learning.

Access to Internet: Since blended learning requires online access, many remote and rural areas, especially in developing countries might not be able to benefit from a stable Internet connection. This might make blended learning difficult for students who are housed in areas with harsh climatic conditions and a weak communications infrastructure.

Credibility: Many online courses might be plagued by plagiarism and lack of credibility. Many online courses and degrees acquired from such institutes is sometimes frowned upon my employers and might not be sufficient to land you a good job.

Blended Learning in a Nutshell

Here is a brief video that explains blended learning in a nutshell.

Final Words

Blended learning offers a whole new world of learning opportunities and career advancement. Many people from various fields use blended learning courses to learn new skills, fill knowledge gaps, and to improve their knowledge regarding changing trends in their line of work. However, blended learning isn’t necessarily the best option for everyone. There will always be students who find a physical classroom more engaging or subjects which might be best learned with some physical experience. Blended learning as a tool to aid existing learning practices can in fact be far more beneficial than merely relying on blended learning classrooms alone. At the end of the day, it is the hands-on experience that will make you a true expert at your job and not all blended learning models provide that.

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2 Responses to “Blended Learning Models and How to Implement Them”

Blended learning seems to be good for group activities and will definitely involve more participation of students(Projects,solving a problem sharing ideas )

Very useful information and very crispy presented .

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Blended learning

Ivan Andreev

Demand Generation & Capture Strategist, Valamis

May 11, 2021 · updated April 2, 2024

14 minute read

In this article, we will shed light on what blended learning is and discuss ways it can help your organization improve employee engagement and learning outcomes .

Plus, we will identify some common mistakes organizations make with blended learning and then, more importantly, highlight some best practices.

What is blended learning?

The benefits of blended learning, the drawbacks of blended learning, examples of blended learning.

• Rotation model
• A la carte model
• Enriched virtual model

Blended learning best practices

Blended learning is a type of learning that allows learners to utilize the ability to learn both face-to-face and online through digital platforms.

The goal is not to complement or replace conventional learning styles, but rather to incorporate necessary changes to make the educational path for learners more effective and personalized.

According to one study ( Preparing for the Digital University 2015, page 71 ), blended learning has proven to generate better learning outcomes when compared with other learning styles, such as solely online or face-to-face.

1. Higher employee engagement

Through blended learning, employees have more opportunities to learn and engage.

They can learn from trainers face-to-face, and if they need to work more on a new concept or practice, they have access to all useful material online at all times.

Employees can revisit this material to strengthen their understanding on their own, and also meet with trainers to discuss questions and problems face-to-face.

2. More effective

Blended learning enables employees to learn through different styles.

Only learning face-to-face can increase dependency on trainers.

Being able to learn independently as well as face-to-face is empowering and motivating for employees.

Also, it allows trainers to manage training sessions more efficiently, especially when training large groups.

3. Increased flexibility

Employees have more opportunities to learn on their own, at their preferred pace and time.

Plus, training instructors are no longer bound to cover everything in the face-to-face training sessions.

They can break down the course for increased efficiency and have the freedom to decide what they want to emphasize in training sessions.

Also, if all employees are not on the same level, using an online learning platform means that every individual can be evaluated and given the attention they need to learn and make progress.

Overall, blended learning bridges the gap between what is taught and what is learned.

4. Saves time and money

Conducting online training sessions, when it makes sense, can save a lot of time and money.

For example, multinational companies often conduct training sessions in one location, and employees from other countries have to travel to be there.

Also, renting a large seminar hall to host a training session can be very expensive.

Therefore, from saving on travel costs to seminar rooms rental, blended learning minimizes operational costs significantly. In addition, it saves the time that companies have to invest in organizing training events on a large scale.

And some of the hours that it usually takes to go over everything in a face-to-face training can now be divided between online and in-person work.

5. Much more accurate analysis of learning

In a face-to-face training session, it can be difficult for the instructor to determine whether everyone is on the same page or not.

Some employees absorb the material quickly, while others might be struggling.

On the other hand, an online platform that contains various types of learning material, such as videos, ebooks, lectures, and presentations, can be used to track individual progress more effectively.

These tools incorporate built-in analytics that can evaluate and present a more accurate analysis of individual learning.

Thus, in a blended scenario, earning becomes more predictable, accurate, and measurable.

6. Something for everyone

Not every employee performs well during face-to-face training sessions.

Similarly, some might find the online-only learning platform too complicated.

Blended learning provides employees a perfect approach; with different modes of learning, everyone can benefit in one way or another and take advantage of the provided opportunities to learn and grow.

7. Improved communication

Face-to-face training by itself might not provide employees with the opportunity to communicate effectively with the instructor, especially in large groups.

With only a limited time allotted for the in-person training session, a trainer only can entertain a few questions as they need to cover all aspects of the training module.

With blended learning, online platforms become a part of the learning process.

At the same time, employees can find plenty of opportunities to communicate with the instructor and their team members through the dashboard and other built-in communication tools.

Similarly, employers and instructors can reach out to their employees more efficiently and assign different tasks, address problems, and discuss ideas more conveniently through the online platform.

L&D strategy framework

You will receive a list of questions along with a spreadsheet template to help you analyse your L&D strategy.

1. Cost of implementation

The setup cost of developing and implementing a blended learning approach can be high, including the cost of ownership of an online platform.

Ensuring that the software is customized to meet specific learning goals can be tricky and tiring as it involves trial and error to identify which features to include and how to streamline processes for enhanced productivity.

2. Lack of IT skills

It is necessary to have a reliable tech support team on board that can also train the staff.

Otherwise, instead of helping, the new system can become challenging for both trainers and employees.

3. More work for instructors

The new learning approach can overburden trainers, especially in the beginning.

They might have to revamp an entire course to make it suitable for the new blended learning approach.

Plus, understanding how the new system works and how to make the best use of it inevitably means more work.

4. Misuse of the online platform

If trainers misinterpret the purpose of an online platform, they might begin using the online learning platform as a place to dump loads of educational material they do not want to go over face-to-face.

That density of the material can be distracting and even demotivating for employees.

5. Disturbance in the workplace

Implementing a new learning system in the workplace can be a challenge, as all staff members need to embrace the new approach to make it work.

Changes can lead to conflicts, causing a disturbance in the workplace.

• Employees being introduced to new principles and procedures at work face-to-face, with relevant material and exercises available on an online platform that comes with built-in communication tools.
• Conducting short face-to-face coaching sessions with employees to connect with them and to observe their responses to various topics and issues, and then incorporating a blending learning approach that best fits their needs while maintaining a balance between face-to-face and online coaching.
• Chatting with employees face-to-face in a problem-solving session to mentor them, as well as providing them with online resources such as ebooks and case studies that they can access anytime. This supplies them with a perfect blend of in-person and online support to become a high-achieving team member.
• Providing employees with resources to learn online in the form of short courses, before having them out those new skills to the test with practical exercises at work. Such exercises could be done as a team, working on projects and tasks utilizing the training received through the online course.
• Having Employees review and learn training material in the form of videos and text online to get up to speed with new developments before deepening their understanding through face-to-face discussions with the instructors at work.

Blended learning models

There are four models of blended learning that offer different approaches employers/trainers can take to develop an advanced and personalized learning environment for learners.

1. Rotation model

This model is also a part of the traditional learning mode, but in a blended learning environment, online education is a big part of the rotation mix.

Following this model, employees of the same group rotate among different tasks and exercises, one of which is online learning.

This way, everyone gets to take equal part in all activities, like attending on-site training, watching online lectures, etc.

There are four different methods of implementing the rotation model:

a) Station rotation

As the name suggests, this approach requires employees to switch among activities, allotting equal time to every aspect of the training program and acquiring knowledge in the most practical and advanced ways.

Example: dividing employees into groups and assigning them different tasks in the form of stations.

For instance, group A starts at station one (online), learning a new subject by reading articles, watching videos, lectures, presentations, etc., while group B is at station two (also online), where they have to check for practical examples and case studies.

Group C begins at station three, learning through discussions and brainstorming face-to-face.

These groups rotate through these three stations.

b) Lab rotation

Similar to how employees rotate among different activities in the Station Rotation method, here employees rotate between face-to-face sessions and computer labs for online training.

c) Flipped rotation

This method involves switching roles between trainers and online platforms so that employees get all instruction and training online in the form of lectures and exercises.

During face-to-face sessions, trainers help them with problems and provide assistance where needed.

d) Individual rotation

Rather than managing the whole group in the same way, this method requires dealing with every employee’s training individually.

As everyone comes from a diverse background and has different strengths and weaknesses, based on their profiles, individuals rotate between online and face-to-face activities in a way that is most effective in improving their individual learning outcomes.

2. Flex model

With this learning model, employees are in charge and they learn mainly through online platforms, while the trainers are there to help them when needed.

It is empowering for the employees and makes them feel responsible, allowing them the freedom to decide how they want to learn, plus the relief of being able to learn at their own pace.

3. A la carte model

This model implies that employees can decide which courses they want to take online and in which they prefer to have face-to-face training sessions.

Either way, they have a trainer to help them with their learning, which could even be an online trainer.

This model is somewhat similar to the flex model, as it allows employees to choose how they prefer to learn for optimal learning outcomes.

4. Enriched virtual model

Under this model, employees follow a schedule provided by trainers that contain virtual learning as well as face-to-face training.

What makes this model unique, is that unlike a virtual-only learning system, where there is no on-site training, with this model employees must participate in on-site training when asked.

However, for the most part, they can obtain all learning material and engage in exercises virtually.

1. The focus should be on improving learning outcomes

As there are various approaches that you can take, you need to choose one that helps improve employee learning outcomes in your organization.

At times, employers make the mistake of incorporating learning modalities that are trending.

The whole point of blended learning is to provide your organization with an opportunity to customize learning, so as to train your employees in the best way possible.

You should take an approach that is most suitable for your organization, regardless of what other companies are doing.

2. Measuring the impact of the improved learning process on business

Understanding how learning affects business is critical.

Alongside improving the learning process, it is crucial to track how it is affecting business operations overall.

An improved learning process should contribute to the increased productivity and performance of different departments.

3. Maintain a balance between online and on-site learning

The purpose of blended learning is to provide organizations with the ability to modify the learning approach to attain the best results.

It should not be used to avoid the responsibility of providing effective, ongoing training, by relying, for example, entirely on online platforms to conduct staff training.

When it is beneficial, take time out to offer on-site training, perhaps to introduce new changes or developments in the organizational structure to employees.

4. Make it more personalized

Employees come from different backgrounds, and they may or may not be familiar with blended learning.

Often, when something is new, some people might find it hard to take it seriously or might be unable to understand its purpose and benefits.

Therefore, your employees must share your vision and be on the same page.

Carry out proper training and face-to-face sessions to explain the blended learning approach, emphasizing its benefits.

Be sure to provide training for how to use the online platform and any different tools in order to remove any potential obstacles.

The key is to personalize the experience, so it is relevant and helps employees improve their learning outcomes.

5. Take a collaborative learning approach for increased engagement

Collaboration is critical to learning, as it helps employees brainstorm and develop new ideas.

When aligned with learning goals and within a structured environment, collaborative learning can be very impactful in terms of increasing team members’ engagement and fulfilling learning objectives.

You can implement this approach in various ways, such as through the online platform on its discussion forum, where employees can work on a problem collaboratively and come up with a solution within an allotted time.

6. Employee feedback and preferences are crucial

If you want to be successful in improving the learning outcomes, it is critical to know which learning approach is most suitable for your employees.

After all, what good is the ability to customize and make alterations in the system if you cannot use it to make specific changes based on learners’ preferences for better results?

Don’t just assume: conduct surveys and ask employees for their suggestions. That will also help increase morale and motivation.

7. Identify the problems blended learning can help you solve

As the old saying goes, don’t do things just for the sake of it; everything needs to be backed by a purpose.

To apply blended learning in your workplace, first, figure out why you need to change your current practices.

As there are so many techniques involved in blended learning, you have to know the problem areas that you will be targeting with the new approach in order to ensure it works out for your organization.

This way, you will be able to deploy a customized blended learning system that will prove its worth from day one.

8. Maximize process efficiency

Once you have identified the problems you are looking to overcome with blended learning, employ techniques that help you generate the best outcomes.

An example of this would be using on-site training to introduce new concepts while using online platforms to evaluate an individual’s performance through various exercises, or reinforcing what is taught in-person through short online videos and quick notes accessible to employees 24/7.

9. Incorporate practical based learning

If you want to test the waters and see how effective the deployed blended learning system is in your workplace, then get ready for some experimentation.

After all, what good is learning if it does not help in practical matters?

That is why you should think about bringing training and organization goals together in a way that enables employees to participate and use the training they receive through hybrid learning to achieve these goals while working in collaboration with their peers.

All of this should be part of the learning process.

10. Seek continuous improvement

So when everything is said and done and you have an effective blended learning system in place, can you move on and pay attention to other matters?

That is the kind of mistake employers often make.

We all know how frequently changes occur, and that nothing ever stays the same. And we all know what happens to those who do not change and grow with time.

Therefore, always keep an eye out for opportunities to improve whatever blended learning system you adopt.

Employee feedback, current trends, and other factors could be of great help in evaluating the effectiveness of the deployed system and seeing how it can be improved.

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BLENDED LEARNING

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BLENDED LEARNING. „… because people are no single-method learners !“. Overview. What is blended learning? Blended learning theories Blended learning design/ingredients Blended learning models How to build an effective blend ALN principles for blended environments

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Presentation Transcript

BLENDED LEARNING „…becausepeopleare no single-method learners !“

Overview • What is blended learning? • Blended learning theories • Blended learning design/ingredients • Blended learning models • How to build an effective blend • ALN principles for blended environments 7. Blended works – here´s proof Technology Enhanced Learning

Whatis blended learning? … a solution that combines several different delivery methods, such as collaboration software, Web-based courses, EPSS and knowledge management practices. … learning that mixes various event-based activities, including face-to-face classrooms, live e-learning and self-paced learning. Technology Enhanced Learning

Whatis blended learning?  a planned combination of approaches • Coaching by a supervisor • Participation in an online class • Breakfast with colleagues • Competency descriptions • Reading on the beach • Reference to a manual • Collegial relationships • Participation in seminars, workshops, online communities Technology Enhanced Learning

Whatis blended learning? Blends are characterized by … … customization … integration … purpose … flexibility … redundancy Technology Enhanced Learning

Blended learning theories “Learning theories aren´t like religion. You don´t have to pick Catholic or Baptist or Muslim, and shun the others. The goal is to have the right theory for the right situation.” Allison Rossett Technology Enhanced Learning

Blended learning theories The situation is dependant upon… …the people you serve …the nature of the skills they must master …the context in which they are to perform  situational instructional design model Technology Enhanced Learning

COGNITIVISM Merrill Clark Bloom Gagné Keller BLENDED LEARNING THEORY Piaget Gery PERFORMANCE SUPPORT Vygotsky CONSTRUCTIVISM A blend of learning theories Technology Enhanced Learning

Blended learning design 5 key ingredients for blended learning: 1 Live events 2 Self-paced learning 3 Collaboration 4 Assessment 5 Performance support materials Technology Enhanced Learning

Ingredients for blended learning  formal and informal, technology- and people-based, independent and convivial, directive and discovery-oriented Assessment Performance support materials Self-paced learning Self-paced learning Live events Live Event Collaboration Technology Enhanced Learning

Ingredient 1: Live events • live, synchronous events are main “ingredient” of blended learning • nothing can replace the ability to tap the expertise of a live instructor • J. Keller “ARCS-Model” of Motivation Attention Relevance Satisfaction Confidence Technology Enhanced Learning

Attention  gaining and (!) keeping the learner´s attention + begin class by telling a joke + or by polling the learners with a thought-provoking question = engaged online-learners, who are prepared for learning  Technology Enhanced Learning

Relevance  learners only stay focused when they believe the training is relevant to their specific situation + use examples or analogies familiar to the audience + show how course information can be used to solve real problems  Technology Enhanced Learning

Confidence  learners must have confidence in their skills and abilities in order to remain motivated + make classroom expectations clear + give learners ample time to practice their new skills = experience of success and confidence  Technology Enhanced Learning

Satisfaction  learners must be satisfied with the results of their learning experiences in order to remain motivated + provide learners with opportunities to use new skills  Technology Enhanced Learning

Ingredient 2: Self-paced learning • self-paced, asynchronous learning events add significant value to the blended learning equation • must be based on effective implementation of traditional and modern instructional design principles Multimedia and Modern Design Theory Technology Enhanced Learning

Ruth Clark (2002): • The Multimedia Principle  adding graphics to text can improve learning • The Contiguity Principle  placing text near graphics improves learning • The Modality Principle  explaining graphics with audio improves learning Technology Enhanced Learning

Ingredient 3: Collaboration • humans are social beings  the power of learning is augmented when opportunities for meaningful collaboration exist • 2 types of collaboration produce effective results: peer-to-peer peer-to-mentor Technology Enhanced Learning

Ingredient 4: Assessment • enables learners to “test out” of content they already know, fine-tuning their own blended learning experience • measures the effectiveness of all other learning modalities and events 6 Levels of Cognitive Learning (B. Bloom, 1956) Technology Enhanced Learning

6 Levels of Assessment • Knowledge • Comprehension • Application • Analysis • Synthesis • Evaluation  “higher level” assessment Technology Enhanced Learning

Ingredient 5: Performance support materials • most important ingredient  promotes “learning retention and transfer” to the work environment • several flavors: printable references job aids PDA downloads Technology Enhanced Learning

Blended learning models NIIT categorizes blended learning into three models: • Skill-driven learning • Attitude-driven learning • Competency-driven learning Technology Enhanced Learning

Skill-driven learning model • combines self-paced learning with instructor or facilitator support to develop specific knowledge and skills • requires regular feedback and support from the trainer, facilitator or peer Technology Enhanced Learning

Skill-driven learning model Blended learning that´s skill-driven mixes interaction with a facilitator through e-mail, discussion forums and face-to-face meetings with self-paced learning, such as Web-based courses and books.  analogous to a chemical reaction Technology Enhanced Learning

Skill-driven learning model Survey by the Masie Center (2000) 88% of learners and 91% of managers recommend that the trainer should be an active part of the online training program. They placed a high value on having the trainer monitor progress and contact the learner, evaluate online project-work, build and facilitate an online-community and be available via email or threaded discussion to respond to content questions. Technology Enhanced Learning

Skill-driven learning model Combining self-paced learning with facilitator support … • keeps the learner from feeling isolated assists in the successful completion of the self-paced modules  works best when people are learning content at the knowledge or application levels Technology Enhanced Learning

Skill-driven learning model Techniques to incorporate skill-driven learning include: • creating a tightly scheduled group learning plan • using instructor-led overview and closing sessions • using synchronous learning labs • providing support to learners trough email Technology Enhanced Learning

Skill-driven blended learning plan Technology Enhanced Learning

Attitude-driven model • blends traditional classroom-based learning with online collaborative learning events • mixes various events and delivery media to develop specific behavior • at times, the nature of the content, as well as the desired outcome (developing attitudes and behavior) necessitates the inclusion of collaborative learning Technology Enhanced Learning

Attitude-driven model • content that deals with developing new attitudes and behaviors requires peer-to-peer interaction and a risk-free environment For example soft skill courses: • Role playing Technology Enhanced Learning

Attitude-driven blended learning plan Technology Enhanced Learning

Competency-driven model • blends performance support tools with knowledge management resources and mentoring to develop workplace competencies • to capture and transfer tacit knowledge, learners must interact with and observe experts on the job  for learning that facilitates the transfer of tacit knowledge Technology Enhanced Learning

Competency-driven blended learning plan Technology Enhanced Learning

How to build an effective blend… • Consider: stability & urgency touches & costs learning resources & experience Technology Enhanced Learning

stable Simulations Scenarios Workshops Web learning modules Video & Audio CD/DVDs Workbooks Role modeling Collegial connections Live e-learning Documentation CONTENT STABILITY Online resource links On-the-job training Online bulletin boards Print job aids Email Online communities Live e-learning Mentoring E-mentoring volatile Short development Long development TIME TO IMPLEMENT Technology Enhanced Learning

Human On-the-job training Coaching Online communities Email Role modeling Mentoring Instructor-led classroom Workshops Live e-learning TOUCHES Simulations Web learning modules Scenarios Performance support tools Online help systems Workbooks Online knowledge databases Video & Audio CD/DVDs Online resource links System Low High COSTS Technology Enhanced Learning

Extensions Coaching Mentoring Listservs Online communities Email Work teams Print job aids Online help systems Online resource links Online self-assessments LEARNING RESOURCES Workbooks Documentation Scenarios Video & Audio CD/DVDs Web learning modules Live e-learning Live simulations On-the-job training Workshops Instruction Social Independent EXPERIENCE Technology Enhanced Learning

How to build an effective blend… • Deliver assets and guidance • Work cross-functionally • Encourage independence & conviviality • Focus on flexible options for employees & customers • Put people in the middle of the blend • Communicate, communicate, communicate • Embrace redundancy • Take on key initiatives and measure results Technology Enhanced Learning

12 ALN Principles for blended environments • Begin with a shared vision of how technology can improve teaching and learning. • Develop efficiences in cost and scalability. • Identify ways to meet the needs of individual learners. • Provide continuous support for role adjustment. Technology Enhanced Learning

5) Provide active institutional support and recognition for faculty. 6) Ensure learning design appropriately integrates face-to-face and online components. 7) Promote metacognitive reflection on the process of learning. 8) Provide timely feedback and clear expectations for response time. Technology Enhanced Learning

9) Integrate student services. 10) Plan early for course development. 11) Provide continuous training & support. 12) Choose appropriate technology. Technology Enhanced Learning

What are the advantages of blended learning? • greater access to a range of appropriate, personalized and individualized learning, teaching and resources • greater accommodation for learners and teachers of diverse ages, styles, expertise, nationalities and cultures, who can connect from multiple settings such as homes, workplaces, libraries, countries,… Technology Enhanced Learning

What are the advantages of blended learning? • greater flexibility and cost effectiveness in terms of mission, scalability, breadth, time, value and infrastructure • greater student and faculty satisfaction Technology Enhanced Learning

Blended works – here´s proof • Dean et al. (2001) study about the effectiveness of combined delivery modalities for distance learning and resident learning  providing several linked options for learners, in addition to classroom training, increased what they learned Technology Enhanced Learning

Blended works – here´s proof • DeLacey & Leonard (2002) technology and distance in education at the Harvard Business School  students not only learned more when online sessions were added to traditional courses; their interaction and satisfaction improved as well Technology Enhanced Learning

Blended works – here´s proof • Thomson & NETg (2003)  speedier performance on real world tasks by people who learned through a blended strategy – faster than those studying through e-learning alone Technology Enhanced Learning

Blended works – here´s proof • Thomson Job Impact Study (1999)  focused on teaching elements of Microsoft Excel to three different groups of people group 1: blended approach group 2: e-learning approach group 3: control group/no training Technology Enhanced Learning

Group 1 • 5 Excel scenario-based exercises that provided a realistic business situation that could be applied to real-world tasks • arranged in ascending order of difficulty • access to supporting materials (NETg Excel Fundamentals Learning Objects, online mentors, FAQs, relevant Web sites) Technology Enhanced Learning

Group 2 • completed standard NETg E-learning Excel Fundamentals course • no scenarios, but the same Excel learning objectives • option of consulting with an online mentor, FAQs, book links, pertinent Web sites Technology Enhanced Learning

Results  Group 1 showed a 30% increase in accuracy of performance over Group 2  159% more accuracy than the untrained Control group (Group 2: 99%)  Group 1 completed real-world tasks 41% faster than the e-learning group (SBEs enhanced the learners understanding of procedural knowledge) Technology Enhanced Learning

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• Preferences

BLENDED LEARNING - PowerPoint PPT Presentation

BLENDED LEARNING

Certification. face-to-face meeting, print report. email. feedback ... go=gm. collab. learning perception. group perception. gxo. self reported learning ... – powerpoint ppt presentation.

• because people are no
• single-method learners !
• What is blended learning?
• Blended learning theories
• Blended learning design/ingredients
• Blended learning models
• How to build an effective blend
• ALN principles for blended environments
• 7. Blended works heres proof
• a solution that combines several different delivery methods, such as collaboration software, Web-based courses, EPSS and knowledge management practices.
• learning that mixes various event-based activities, including face-to-face classrooms, live e-learning and self-paced learning.
• ? a planned combination of approaches
• Coaching by a supervisor
• Participation in an online class
• Breakfast with colleagues
• Competency descriptions
• Reading on the beach
• Reference to a manual
• Collegial relationships
• Participation in seminars, workshops, online communities
• Blends are characterized by
• customization
• integration
• flexibility
• Learning theories arent like religion. You dont have to pick Catholic or Baptist or Muslim, and shun the others. The goal is to have the right theory for the right situation.
• Allison Rossett
• The situation is dependant upon
• the people you serve
• the nature of the skills they must master
• the context in which they are to perform
• ? situational instructional design model
• 5 key ingredients for blended learning
• 1 Live events
• 2 Self-paced learning
• 3 Collaboration
• 4 Assessment
• 5 Performance support materials
• live, synchronous events are main ingredient of blended learning
• nothing can replace the ability to tap the expertise of a live instructor
• J. Keller ARCS-Model of Motivation
• ? gaining and (!) keeping the learners attention
• begin class by telling a joke
• or by polling the learners with a thought-provoking question
• engaged online-learners, who are prepared for learning
• ? learners only stay focused when they believe the training is relevant to their specific situation
• use examples or analogies familiar to the audience
• show how course information can be used to solve real problems
• ? learners must have confidence in their skills and abilities in order to remain motivated
• make classroom expectations clear
• give learners ample time to practice their new skills
• experience of success and confidence
• ? learners must be satisfied with the results of their learning experiences in order to remain motivated
• provide learners with opportunities to use new skills
• self-paced, asynchronous learning events add significant value to the blended learning equation
• must be based on effective implementation of traditional and modern instructional design principles
• Multimedia and Modern Design Theory
• The Multimedia Principle
• ? adding graphics to text can improve learning
• The Contiguity Principle
• ? placing text near graphics improves learning
• The Modality Principle
• ? explaining graphics with audio improves learning
• humans are social beings ? the power of learning is augmented when opportunities for meaningful collaboration exist
• 2 types of collaboration produce effective results
• peer-to-peer peer-to-mentor
• enables learners to test out of content they already know, fine-tuning their own blended learning experience
• measures the effectiveness of all other learning modalities and events
• 6 Levels of Cognitive Learning
• (B. Bloom, 1956)
• Comprehension
• Application
• ? higher level assessment
• most important ingredient
• ? promotes learning retention and transfer to the work environment
• several flavors
• printable references
• PDA downloads
• NIIT categorizes blended learning into
• three models
• Skill-driven learning
• Attitude-driven learning
• Competency-driven learning
• combines self-paced learning with instructor or facilitator support to develop specific knowledge and skills
• requires regular feedback and support from the trainer, facilitator or peer
• Blended learning thats skill-driven mixes interaction with a facilitator through e-mail, discussion forums and face-to-face meetings with self-paced learning, such as Web-based courses and books.
• ? analogous to a chemical reaction
• Survey by the Masie Center (2000)
• 88 of learners and 91 of managers recommend that the trainer should be an active part of the online training program. They placed a high value on having the trainer monitor progress and contact the learner, evaluate online project-work, build and facilitate an online-community and be available via email or threaded discussion to respond to content questions.
• Combining self-paced learning with facilitator support
• keeps the learner from feeling isolated
• ? assists in the successful completion of the self-paced modules
• ? works best when people are learning content at the knowledge or application levels
• Techniques to incorporate skill-driven learning include
• creating a tightly scheduled group learning plan
• using instructor-led overview and closing sessions
• using synchronous learning labs
• providing support to learners trough email
• blends traditional classroom-based learning with online collaborative learning events
• mixes various events and delivery media to develop specific behavior
• at times, the nature of the content, as well as the desired outcome (developing attitudes and behavior) necessitates the inclusion of collaborative learning
• content that deals with developing new attitudes and behaviors requires peer-to-peer interaction and a risk-free environment
• For example soft skill courses
• Role playing
• blends performance support tools with knowledge management resources and mentoring to develop workplace competencies
• to capture and transfer tacit knowledge, learners must interact with and observe experts on the job
• ? for learning that facilitates the transfer of tacit knowledge
• stability urgency
• touches costs
• learning resources experience
• Deliver assets and guidance
• Work cross-functionally
• Encourage independence conviviality
• Focus on flexible options for employees customers
• Put people in the middle of the blend
• Communicate, communicate, communicate
• Embrace redundancy
• Take on key initiatives and measure results
• Begin with a shared vision of how technology can improve teaching and learning.
• Develop efficiences in cost and scalability.
• Identify ways to meet the needs of individual learners.
• Provide continuous support for role adjustment.
• 5) Provide active institutional support and recognition for faculty.
• 6) Ensure learning design appropriately integrates face-to-face and online components.
• 7) Promote metacognitive reflection on the process of learning.
• 8) Provide timely feedback and clear expectations for response time.
• 9) Integrate student services.
• 10) Plan early for course development.
• 11) Provide continuous training support.
• 12) Choose appropriate technology.
• greater access to a range of appropriate, personalized and individualized learning, teaching and resources
• greater accommodation for learners and teachers of diverse ages, styles, expertise, nationalities and cultures, who can connect from multiple settings such as homes, workplaces, libraries, countries,
• greater flexibility and cost effectiveness in terms of mission, scalability, breadth, time, value and infrastructure
• greater student and faculty satisfaction
• Dean et al. (2001)
• study about the effectiveness of combined delivery modalities for distance learning and resident learning
• ? providing several linked options for learners, in addition to classroom training, increased what they learned
• DeLacey Leonard (2002)
• technology and distance in education at the Harvard Business School
• ? students not only learned more when online sessions were added to traditional courses their interaction and satisfaction improved as well
• Thomson NETg (2003)
• ? speedier performance on real world tasks by people who learned through a blended strategy faster than those studying through e-learning alone
• Thomson Job Impact Study (1999)
• ? focused on teaching elements of Microsoft Excel to three different groups of people
• group 1 blended approach
• group 2 e-learning approach
• group 3 control group/no training
• 5 Excel scenario-based exercises that provided a realistic business situation that could be applied to real-world tasks
• arranged in ascending order of difficulty
• access to supporting materials (NETg Excel Fundamentals Learning Objects, online mentors, FAQs, relevant Web sites)
• completed standard NETg E-learning Excel Fundamentals course
• no scenarios, but the same Excel learning objectives
• option of consulting with an online mentor, FAQs, book links, pertinent Web sites
• ? Group 1 showed a 30 increase in accuracy of performance over Group 2
• ? 159 more accuracy than the untrained Control group (Group 2 99)
• ? Group 1 completed real-world tasks 41 faster than the e-learning group (SBEs enhanced the learners understanding of procedural knowledge)
• ? having access to mentors within the online instruction was essential to the success of both groups, but particularly to the SBE participants
• Rovai Jordan (2004)
• Blended learning and sense of community A comparative analysis with traditional and fully online graduate courses
• 68 graduate students 3 groups
• Group 1/traditional course
• 3 hours face-to-face time/week
• textbook study assignments
• lecture with class-wide discussions
• some collaborative group work
• individual work
• Group 2/blended course
• 14 face-to-face hours/semester
• group simulations
• project presentations
• guest speakers
• interactive videos
• discussions
• BlackboardSM e-learning system
• asynchronous dialogues
• Group 3/fully online course
• collaborative online discussion topics
• authentic assessment tasks
• Instrumentation
• CCS Classroom Community Scale
• 20 self-report items/ 2 scales
• Connectedness
• (cohesion, community spirit, trust, interdependence)
• (sharing educational goals, experiencing educational benefits by interacting with others)
• 5-point-Likert-scale
• ? blended courses produce a stronger sense of community among students than either traditional or fully online courses
• Benbunan-Fich Hiltz (1999)
• Impacts of asynchronous learning networks on individual and group problem solving A field experiment
• 140 students 4 groups
• ? Task Solving an ethical case scenario
• 2x2 factorial design
• with/without ALN x alone/group
• Individual/manual condition
• solved case individually, in an in-class exercise
• Individual/online condition
• submitted their individual responses in a computer conference
• Group/manual condition
• team members solved case by interacting in a face-to-face session
• Group/online condition
• team members interacted asynchronously for a week using computer conference as the only means of communication to discuss and solve the case
• ? ALN enhances the quantity and quality of the solutions to an ethical case scenario
• ? combination of teamwork with ALN-support increases the students perceptions of learning
• ? seems that ALN is equally suited for collaborative learning activities as traditional synchronous methods

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