So I’m thinking about blended learning again. Why? well, why not? It’s not just about the purely ‘online’ is it? One thing I had to do, in getting my brain considering the ‘blended’ approach again after all this time was to differentiate between the ‘flipped classroom’ and ‘blended’ approach.
So I started reading again, and found this aricle (one of many): Best Practices for Use of Blended Learning.
“Blended learning courses, or courses incorporating both online and face-to-face activities, often require more preparation time outside of the classroom for students than traditional face-to-face courses. Blended learning is effective, and students often see the benefit in using a blended learning approach. However, when multiple courses become blended, the amount of out-of-class time needed for preparation may become excessive and overwhelming to manage for students.”
This bit struck me, really hard .. “when multiple courses become blended, the amount of out-of-class time needed for preparation may become excessive and overwhelming to manage for students.” How often do we consider the student experience across a module, sometimes even a semester (2 or 3 modules), but across the whole course (1-4 years)? Ouch.
I found this list the authors produced really interesting, a list of ten instructional ‘best practice/recommendations’ from their research. These being;
- Setting the stage
- Consistency when team teaching
- Timeliness in posting materials
- Time on task
- Accountability for online activities
- Use of structured active learning
- Instructor use of feedback on student preparation
- Incorporation of student feedback into the course
- Short reviews of online material during class
- Ensuring technologies are user friendly.
Margolis, A. R., Porter, A. L., & Pitterle, M. E. (2017). Best Practices for Use of Blended Learning. American journal of pharmaceutical education, 81(3), 49.