Does model matter? In short, YES! You have to find the model that works best with your audience and your constraints.
Just as there are many teaching styles, there are many ways to offer an on-line or blended learning course. There are several models to choose from but can be generalized into a few categories. Some, like the Rotation Model, work best for elementary schools, some, like the Flipped Classroom model work best for high schools, and some, like the Massive Open Online Courses (MOOCs) are best designed for higher education. Attached you can find details about two of these models, self-blended and MOOCs (or you can go to this link.) This simulated letter was created as an assessment in my EDIT 762 class showing my understanding of blended learning models.
I am currently designing a unit for my EDIT 767 course. I want to implement the lesson in my Astronomy class this year. I am considering which model will be the best to use. I have several areas of concer: limited access to computers during the school day, many internet sites with good simulations blocked by the county network, no guarantee of students having access to computers at home, students who easily get off-task and a limited number of hours I can prescribe for homework. With this list, it seems as if blended learning may not be the way to go for this unit but I am determined.
I am putting students in a scenario where they are planetarium directors in the process of creating a new planetarium show about the Big Bang. On the computer, they will be researching the latest origin theories, creating a presentation, creating a wiki, and writing on a discussion board. As a class (face-to-face), we will have periodic discussions and they will create a video trailer of their show. Now, I have to determine the best model to implement this plan. I can't use a MOOC and still give adequate feedback (Learner-Instructor.) Self-Blended learning is not an option because of PWCS' homework constraint (Learner-Institution.) The flipped classroom might work but having them have such a heavy burden at home for this class mid-way through the year may not be the best way to go (Learner-Content) nor do all my students have access to computers at home (Learner-Interface.) I think it would be the best model to use with my constraints, but I don't see it being successful. The best model to ensure success would be the Flex model.
In the Flex model, most learning is done online at the "brick and mortar" campus. "The teacher of record or other adults provide face-to-face support on a flexible and adaptive as-needed basis through activities such as small-group instruction, group projects, and individual tutoring." (Blended Learning Definitions, Christensen Institute Website link) This way, students are not required to do much homework and I can monitor their learning (Instructor-Learner.) I will be present for the multitude of questions that come with the research on this topic. They will have in-class time to work on their video trailer with their partners (Learner-Learner.)
The biggest hurdle I will have with the Flex model is computer time (Instructor-Institution). The unit will be implemented at a time when the state Standards Of Learning testing occurs. (Instructor-Institution) This is done all on computers in a high school with 2900 students. I have already e-mailed out Instructional technologist to "pre-reserve" the labs- even if it's just iPads. iPads may not be the ideal way to go but you have to work with what you "got." Knowing this will be done on an iPad ahead of time allows me to create the unit to work well this way (Learner-Interface). I'm hoping I will get access to a standalone lab with PCs but I'm not getting my hopes up.
So- does model matter? As you can see through my thought process, most definitely.