Creating a Blended Learning Experience
Creative thinking tends to play a crucial role in the progression of humanity. Examining situations through fresh perspectives can often lead to finding better solutions or gaining a deeper insight into what already works well and why. However, creative thinking can also require a greater amount of effort when trying to do something new or something different. Over the past two years, hybrid and blended learning models morphed into a universal large-scale learning experience galvanized by technology. Instructors and learners had to quickly invent and adapt to new classroom practices using digital tools. Since expectations have changed, we thought it would be helpful to explore some creative approaches to leveraging technology in blended learning experiences.
Consider a Blended Learning Framework
Blended learning enables students the flexibility to access learning materials from anywhere at any time while enjoying the benefits of face-to-face support and instruction. Blended learning is also an opportunity to experiment with new pedagogies and techniques. For instance, Alammary et al. (2014) present a blended learning framework that uses three distinct design approaches for blended course design.
- Low-impact approach: adding an online activity to an existing course.
- Medium-impact approach: designing an online activity to replace an existing activity.
- High-impact approach: developing or redesigning a face-to-face module as a blended learning module
Blended learning course design seeks the best way to leverage technology by experimenting with what works better face-to-face (f2f) combined with what may work better in an online environment. Alammary et al. (2014, p. 440) found that “[t]he question now is not whether to blend or not; it is how to design an effective blend.”
Low-Impact Blend
A low-impact blend approach can start with a pilot activity to see how that changes the way you and your students spend your face-to-face class time. Minor changes can make a difference. The low-impact approach gives you the chance to add one online activity to an existing module. This approach is helpful for instructors getting started with or redesigning a blended learning course. The low-impact approach adds an online learning activity based upon a specific pedagogical need or objective. However, this approach can run the risk of leading to a bloated course or the dreaded “course and a half syndrome” due to not eliminating or revising other course activities that may not be needed once you have created your new blended course activity. A few low-impact activity examples are using formative quizzes with immediate feedback in Canvas or creating short feedback activities, which could include asking questions about student expectations or concerns, and online icebreakers for discussion topics.
Medium-Impact Blend
Similar to the low-impact blend you can replace course activities incrementally and evaluate technology as needed depending on the learning objectives. Blended learning modules need active engagement from students in both online and in f2f activities. Also, it may help to peruse blended learning models to help your course design using this blended learning framework. For instance, as part of the supplemental blended learning model, students complete online work to supplement their f2f learning or they meet f2f to supplement learning gained through the online space. The medium-impact approach helps instructors gain experience designing blended learning activities while also improving upon using technology. After each course iteration, instructors can refine and reflect on what worked, what did not work, and what else can be done. For example, learners can be assigned required readings for discussions, then asked to discuss the topic during a f2f session, then with their newly acquired knowledge, learners can then be asked to create short videos that demonstrate reflection on the topic of study. Students can post their video responses onto the discussion board in Canvas to share for peer review. This activity can also help students build confidence speaking in front of an audience.
High-Impact Blend
In the high-impact approach, the blended learning course is a course redesign. When considering this approach, it helps to have experience with designing blended learning activities. The whole course is evaluated to produce a quality course using various frameworks such as Quality Matters and learning models such as constructive alignment and backwards design. A high-impact approach reviews the course learning outcomes to decide how the learning objectives can be effectively delivered and assessed. There are learning tasks and tech tools that can work well within this blended learning design approach such as, discussions that expand outside of the f2f classroom, remote guest speakers, concept mapping in small groups on whiteboards for projects, and access to various online resources and tools.
Summary
When designing blended learning experiences, you want to be sure that there is a connection or carry over from what is happening online into what is happening in the f2f sessions and vice versa. There really is not a cookie-cutter approach to designing effective learning but creating diverse learning activities does help to make learning more accessible. For assistance in designing creative blended learning experiences, please contact the Learning and Educational Center (LEC) Staff | Nova Southeastern University
Resources:
https://thelanguageflagship.tech/blended-learning/
Reference:
Alammary, A., Sheard, J., & Carbone, A. (2014). Blended learning in higher education: Three different design approaches. Australasian Journal of Educational Technology, 30(4), 440-454.