This interactive resource aims to support teachers when engaging in a blended approach to teaching, learning and assessment. The sections in the menu above outline what this approach can entail and offer some practical suggestions and case studies to highlight the various ways teachers can use blended learning approaches in their daily practice.
What is blended learning?
The term ‘blended learning’ is used frequently in education, with many definitions offered. In this interactive resource, we will explore blended learning through the definition proposed by Garrison and Kanuka (2004) who define this approach to teaching and learning as “the thoughtful integration of classroom face-to-face learning experiences with online learning experiences” (p. 96).
As many teachers are already maximising the potential offered by digital technologies to support and enhance their teaching, learning and assessment practices, blended learning is certainly not a new concept within the Irish education system.
As explored in the next section of this interactive resource, there are different models that can be used to embed blended learning. We will focus upon the Flipped Classroom model and the Enriched Virtual model in particular as, having carefully reviewed the literature in this area, we feel these two approaches have been the most relevant to our context in Ireland of late and facilitate learning to take place both within the classroom (either daily or less regularly if required) and at home.
Flipped Classroom Model
Learners are introduced to new concepts or content at home and daily classroom time is spent on working through problems, moving onto more advanced concepts and engaging in more collaborative work and project-based learning. In this way, traditional roles for each space are ‘flipped’.
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. It differs from the Flipped Classroom approach as learners may not be attending face-to-face sessions every day.
Station Rotation Model
The station rotation model enables teachers to design in-class blended learning experiences for their learners. Teachers can utilise a combination of traditional and online learning. It is particularly useful for schools with limited access to technology. This model allows teachers to create smaller learning communities within the larger class and to design more personalised and differentiated learning experiences.
Why engage in blended learning?
Key benefits associated with the models of blended learning referenced above include:
Engagement: By interacting with asynchronous video lectures outside the classroom environment, learners could be more confident and prepared when participating in discussions in class (Kim et al., 2014)
Interaction: Technology use helps learners interact easily with all communities both inside and outside the class (Roach, 2014; Kim et al., 2014)
Motivation: The flipped classroom has promoted learner empowerment, development, and ability to learn independently or at their own pace (McLaughlin et al., 2013; Galway et al., 2014)
Achievement: Applying flipped classroom model is more effective compared to traditional classroom in term of learners’ achievement (Baepler et al., 2014)
Flexibility: There is great flexibility afforded to teachers and learner regarding the place and pace of learning, depending upon which model of blended learning they choose to adopt.
PDST supports in this area
Click on an image above to open each website.