REBEL is an Erasmus+ funded project exploring blended learning in schools.
This interactive resource aims to support teachers when engaging in a blended approach to teaching, learning and assessment. The resource is rooted in research and is designed with the principles of Universal Design for Learning and Cultural Responsive Teaching. 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 Vaughan (2008) who define this approach to teaching and learning as “the thoughtful fusion of face-to-face and online learning experiences” (p. 5).
As many teachers are already realising 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 are the most relevant to our context in Ireland and facilitate learning to take place both within the classroom (either daily or less regularly if required) and at home.
Why Engage in Blended Learning?
Key benefits associated with the models of blended learning referenced above include:
Engagement: By interacting with asynchronous educational content 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 to 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 the ability to learn independently or at their own pace (McLaughlin et al., 2013; Galway et al., 2014)
Achievement: Applying the flipped classroom model can be more effective compared to the traditional classroom in term of learners’ achievement (Baepler et al., 2014)
Flexibility: There is great flexibility afforded to teachers and learners regarding the place and pace of learning, depending upon which model of blended learning they choose to adopt.
Inclusion: Blended learning gives learners an element of control over the pace of their own learning, as well as providing teachers with an opportunity to embed cultural responsiveness into their practice.