Blended Learning Strategies For Success – March 17, 2020 marked the end of America’s longest, most enduring system: Education. As brick-and-mortar buildings are temporarily closed and what people learn is changed for 72 hours, the traditional model is all upended. The soundtrack in the hallway faded to monotonous silence. The American school system has changed.
Fast forward six months and the start of the new school year is approaching, and our teachers are having to learn new teaching models as guidelines are put in place to protect the health of our students and families.
Blended Learning Strategies For Success
Blended learning is widely used in classrooms across the country, but it lacks as an all-inclusive methodology. Brick-and-mortar mixed-media education with online learning facilitated by teachers has become the driving force behind a new era in education that is misunderstood by many. Some features of the blended learning model include the location of the instructor, physical location, personalization of learning, and online learning format.
Blended Learning With Google Toolkit For Teachers
When considering the implementation of blended learning, it is important to consider the different types of blended learning, how the learning is facilitated, and the developmental appropriateness of the age range you are teaching.
There are students in a brick school building using a front-end driver model. Most of the instruction in the classroom is provided by the teacher through an online platform. For example, at a high tech high school in San Diego, California, a teacher might be teaching a concept to a small group, two students might be in a small group from ALEKS, and another group of students might be jumping a tree to finish. his latest project. The teacher collaborates with students to determine where the project plan is and the guidance needed, then provides next steps.
The online driver is completely online instruction, curriculum and instructor virtual; however, there is a mandatory face-to-face examination. As a high school student, he may choose to dual enroll in college courses. In order to participate, a student must come to school for orientation and then study remotely for the rest of the course, or check-in with faculty to determine if the student is on track for credit. course. We’re seeing this today with virtual learning opportunities across the country.
In rotation, students are grouped based on teacher-specified criteria, and students rotate from center to center providing online instruction in at least one center. Most of the programs used in this format adapt to student learning and target the closest developmental zone for students. Teachers will monitor student progress through a learning management system and adjust learning objectives based on feedback from formative assessment data analysis. While it’s suitable for all grade levels, it’s a great option for elementary school students who haven’t learned how to manage the amount of time they spend online.
Overcoming Challenges In Blended Learning With Edtech
Includes initial online instruction, making it easy for teachers to implement the Flex strategy. Imagine students in a computer lab learning from an online platform. When a student gets stuck, there is a facilitator on hand to answer questions and help the student on the online platform. After the student evaluates, the teacher moves on to the next section or restarts the test if the student doesn’t meet the skill level. Alternative schools use this model to accommodate students across grade levels and ability levels, providing the highest opportunity for a student to succeed without overwhelming faculty. Alternatively, when another student performs at a high level, flex accelerates students’ learning and enriches learning opportunities.
While online education may be a better option for some students, it is not a viable option for working families who need guidance and accountability when their child(ren) cannot be at home. In this case, an online lab may be the way to go. In the online lab, the student completes almost all tasks in a brick-and-mortar building with the supervision and assistance of a trained lab facilitator. As a result, virtual learning labs have been created, so students are enrolled in school, but all instruction is delivered through an online platform.
Students enrolled in middle and high schools often work at different levels. Through the self-learning model, students can choose virtual courses to complement their studies. Why would you do that? This may be an option if the regular school does not offer a preferred course or if the student is on the fast track. These courses can also be one-hour courses or after-school courses.
Why should blended learning be an option? In today’s era of shrinking budgets and high incomes, blended learning provides opportunities that traditional models cannot. Blended learning allows teachers to meet with students and families and support student learning using innovative methods. Some of the clear benefits of blended learning include: higher education institutions (HEIs) have recognized the role of blended learning (BL) in improving the quality of teaching and learning; Many of these institutions have implemented BL initiatives as part of their quality improvement efforts. Despite these efforts, higher education institutions face sustainability and scalability challenges and issues. There are pockets of innovative BL practices, but these practices are not widespread in academic courses and programs. In response, this paper proposes a framework to inform institutional strategic planning for driving, sustaining and expanding BL practice in HEIs. This framework has seven strategic dimensions: (1) curriculum; (2) alignment of vision and policy; (3) infrastructure, facilities, resources, equipment and support; (4) professional development; (5) student learning support; (6) cooperation; and (7) research and evaluation. HEIs’ strategic planning will enable, sustain and expand BL practices in their institutions, taking these strategic dimensions into account.
Top 10 Evidence Based Teaching Strategies Infographic
The use of information and communication technologies (ICT) has radically changed the way we live and the way we construct, distribute and reconstruct knowledge. ICT-enabled developments such as video lessons, open content and social media are challenging existing beliefs about what and how students learn in HEIs. To take advantage of these developments, higher education institutions are using online and face-to-face teaching and learning methods. Such a hybrid approach to education is often referred to as blended learning (BL) (Garrison and Kanuka 2004; Graham 2006). While BL researchers are still trying to identify and test the learning outcomes and benefits associated with this learning model (Siemens et al. 2015), there is growth in the adoption of BL in Asia (Eddy et al. 2014; Lim and Wang 2016), Europe (Hughes 2007). ), North America (Allen et al. 2007), Oceania (Taylor and Newton 2013), and even in many developing and emerging regions (Alebaikan and Troudi 2010; Bati et al. 2014). Many higher education scholars and practitioners consider BL to be “already the norm” (Collis and van der Wende 2002, p. 29), the “new normal model” (Ross and Gage 2006, p. 167), or the “new” model. they think so. traditional ‘learning and software’ (Norberg et al. 2011, p. 207). Future learning systems may differ less by blending than by blending (Ross and Gage 2006).
By adopting the “best of both worlds,” institutions of higher education adopt BL to improve learning and outcomes, improve educational quality, access and flexibility for students, educational equity, and/or cost-effectiveness (Graham 2006, Lim and Wang 2016). ; Many scholars and advocates of BL hope that the new pedagogical possibilities of BL can not only provide greater effectiveness, but also transform student learning outcomes (Bernard et al. 2014). Employing the strengths of each learning method (face-to-face and online), empirical studies of BL have shown its effectiveness in enhancing student engagement (Edginton and Holbrook 2010; Holley and Oliver 2010; Jeffery and Hyde 2010; Martinez-Caro and Campuzano-Bolarin 2011). ; Wu et al. 2010 and results (Dziuban et al. 2011; Overbaugh and Nickel 2011).
Although the adoption of BL is becoming more widespread in institutions, flexible BL practices are still limited (Collis and van der Wende 2002; Graham and Robison 2007). This may be due to the lack of systemic approach that most BL practices in HEIs have in small pockets of HEI programs and/or faculties. A holistic approach to driving and supporting BL practices in an institution can ensure that these practices are sustained and scaled up (Moskal and Cavanagh 2014; Owston 2013).
In theory, the concept of BL can be straightforward; however, practical implementation is complex (Wang et al. 2015). The effectiveness of BL for improving quality, equity and efficiency depends on its perceived content and implementation (Garrison and Kanuka 2004). There are institutional implementation challenges and issues