Introduction to Blended learning
Blended learning is a method to education that links online educational materials and opportunities for interaction online with old-fashioned place-based classroom approaches. It needs the physical existence of both teacher and student, with few basics of student control over time, location, route, or speed. While students still join “brick-and-mortar” schools within the existence of a teacher, face-to-face classroom experience are linked with computer-mediated activities regarding content and delivery. Blended learning is also practised in professional growth and training settings. Blended learning is extremely context-dependent, therefore a general conception of it is tough. According to some reports, a lack of consent on a hard definition of blended learning has resulted in problems in research on its efficacy. A well-cited 2013 study widely explained blended learning as a combination of online and individual delivery where the online segment effectively substitutes some of the face-to-face contact duration rather than supplementing it.
All of these practices include learning, the concept of location or time, and the usage of technology. Whatever one chooses to call it, blended learning associate classroom and online education. And because of advancement in both school program and digital technology, as a learning style, it lasts to gain motion. While education specialists continue to argue the effectiveness of hybrid learning, its presence has challenged them to re-assessed not merely technology’s place in (and out of) the classroom, but also how to approach and educate the students in a more effective manner.
Types of common Blended Learning
Station Rotation Blended Learning
Station-Rotation blended learning enables the students to move through stations on a static timetable, where at least one of the stations is an online learning station. This model is usual in elementary schools as teachers are already habitual with the rotating in centres and stations.
Lab Rotation Blended Learning
‘The Lab Rotation’ model of blended learning allows students to move through stations on a fixed timetable in a dedicated computer lab. It allows for comfortable scheduling preparations with teachers that facilitate the schools to operate within the existing computer labs.
Remote Blended Learning
In Remote blended learning, the students emphasize finishing online coursework while only interacting with the teacher occasionally. This method is distinct from the Flipped Classroom method in the balance of online to face-to-face instructional time. In addition to that, the remote blended learning program does not allow the students to learn from a teacher directly on a regular basis but in a flipped manner.
Flex Blended Learning
In FlexBlended Learning, there is a course or subject where online learning is considered as the mainstay of student learning, even if it guides students to offline activities at times. Students move on an individually customized, ﬂuid time table among learning modes. The teacher of record is on the spot, and students learn mostly on the brick-and-mortar campus, except for any homework projects. The teacher of record or other adults offers person to person support ina comfortable manner.
The ‘Flipped Classroom’ Blended Learning
The flipped classroom blended learning is considered as the widely known version where students are allowed to relax at home and work in school encouraged by the teacher or peers. In this way, old-fashioned parts for each space are ‘flipped.’
Individual Rotation Blended Learning
The Individual Rotation model enables students to rotate through positions, but on individual time tables that are arranged by a teacher or software algorithm. Unlike other rotation styles, students do not certainly rotate to each station but only to those events scheduled on their list.
Types of Rare Blended Learning
Project-Based Blended Learning
Blended Project-Based Learning is a model in which the student utilizes both online learnings either through courses or self-directed access together with a person to person instruction and association to design, iterate, and publish project-based learning projects, products, and interrelated artefacts.
Self-Directed Blended Learning
In Self-Directed blended learning, students use a mixture of online and person to person learning in order to lead their own personalized analysis, attain formal learning objectives, linked with counsellors physically and digitally. As this type of learning is self-directed, the part of ‘online learning’ and physical teachers keeps on transforming, and there are no recognized online courses to complete.
For students availing this model, the main problem is to seek out styles of products, procedures and possibility that can deliver the type of spark that can maintain learning while being self-conscious enough to realize what is working and why, and consequently to make alterations accordingly. Some students require very little to soar, while others are in dire need to support through very explicit ways that they can lead themselves through with independency and self-critique.
Inside-Out Blended Learning
In Inside-Out blended learning, experiences are designed to ‘finish’ or ‘end up’ beyond the physical classroom, but still, need to benefit from the distinct advantages of both physical and digital spaces. In both the Outside-In and Inside-Out styles, the nature of the ‘online learning’ is comparatively less critical than the attention on platforms, spaces, individuals, and changes beyond the school walls.
Outside-In Blended Learning
In Outside-In blended learning, experiences are designed to initiate in the non-academic physical and digital atmospheres that most students use on a regular basis but ends inside a classroom. This could mean old-fashioned letter grades and assessment forms, or less traditional teaching and learning method that simply makes use of the classroom as a concealed-circuit that offers a safe space for sharing, to be imaginative, work together and give and receive a response that improves student work. Well-structured, each of these three areas possesses its own strengths and accompaniments the other two.
Supplemental Blended Learning
In this style, students finish either whole online work to increase their day-to-day face-to-face learning or whole person to person learning experiences to augment the learning gained in online courses and activities. The great idea discussed here is increasing critical learning goals that are encountered entirely in one space while the contrary space offers the student with particular supplementing practices that the other did not or could not deliver.
Mastery-Based Blended Learning
Students move between online and face-to-face learning including activities, assessments, and projects, based on the conclusion of mastery-based learning goals. Assessment style is important in any mastery-based learning experience; the aptitude to use face-to-face and digital valuation instruments are either strong enough or complex based on the approach of the learning designer.