Enriched Virtual Model

Enriched Virtual model

Learners explore topics in the classroom or at home at their own pace. The face-to-face sessions in the classroom can be used to introduce content and expectations or, alternatively, to provide active learning opportunities for learners to discuss and apply their knowledge and understanding of content viewed at home. The home-based activities may introduce learners to new content or may extend, support or reinforce classroom learning.

The Enriched Virtual model differs from the Flipped Classroom model because learners seldom meet face-to-face with their teachers every weekday. It differs from a fully online course because face-to-face learning sessions are required. Importantly, Picciano, Dziuban and Graham also distinguish the Enriched Virtual model as a 'full school experience, not a course-by-course model' (2013, p. 295) as other approaches to blended learning, such as the Á La Carte model, would advocate.

The Enriched Virtual model explained

The Enriched Virtual model in practice

At school, learners could:

  • ask questions to clarify and deepen understanding of material being explored in class and/or at home.

  • avail of teacher or peer support to address misconceptions or misunderstandings.

  • share and explain their thoughts, feelings and opinions on a topic with peers.

  • participate in paired or group discussion.

  • participate in an oral or walking debate with peers.

  • contribute to a whole-class discussion on online platforms such as Mentimeter or Padlet and reflect on the real-time responses of their peers (anonymously if preferred).

  • practice and apply concepts and skills with their teacher and peers present for support and guidance.

  • engage in problem-solving activities based on the content explored in school or accessed at home.

  • collaboratively create and present paper-based or digital projects drawn from research and critical reflection

  • engage in independent, paired, small group or whole-class assessment activities using digital platforms such as Kahoot, Quizizz,Formative, Flipgrid, Nearpod, Google Forms, Microsoft Forms.

At home, learners could:

  • think critically about the video content they have watched and respond

    • articulate an opinion and support that opinion with information.

    • use the 3-2-1 method by noting 3 things they learned, 2 things they found interesting and 1 question they still have.

  • watch a video on Edpuzzle and answer the formative assessment questions and prompts embedded throughout the video.

  • record a short video response on Flipgrid to explain their thinking or ideas prompted by a discussion-style question or cross-curricular activity assigned by the teacher.

  • access an interactive Nearpod presentation created by the teacher and participate in collaborative boards or VR field trips, respond to open-ended questions, complete quizzes or polls, or use the interactive whiteboard to draw, highlight, type, and add pictures in response to activities.

  • examine an image sourced on Pobble365 and record reflections.

  • read a digital article or examine an interactive timeline sourced on World Book Online in preparation for analysis in the classroom.

  • complete interactive worksheets, created by the teacher on Wizer.me, to establish their prior knowledge of a topic and/or to assess their knowledge and understanding at the end of a topic.

  • complete a paper-based or digital concept map to reinforce concepts and build connections between various topics.

  • use the online, digital whiteboard, Whiteboard.fi, or mobile apps Show Me or Explain Everything to showcase understanding i.e. written and audio-recorded explanation of their solution to a maths problem.

  • engage in independent research using online resources such as Scoilnet, World Book Online, National Geographic, Google Treks, Google Arts and Culture etc.

Virtual Learning Environments (VLEs) and learning paths

Virtual Learning Environments (VLEs, also known as digital platforms) such as Google Classroom, Microsoft Teams, Edmodo, Schoology etc. etc. can be used to communicate online with learners, share class materials, offer learning resources to meet diverse learners’ needs, assign and collect assignments and give feedback. Alternatively, resources such as those outlined above, could be added to a Scoilnet Learning Path, Symbaloo Learning Path, Wakelet collection or Padlet.