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BLENDED LEARNING.pdf

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This document discusses blended learning, which combines face-to-face classroom instruction with online learning. It describes four common models of blended learning: rotation, flex, a la carte, and enriched virtual. The rotation model involves students rotating between learning modalities, including online learning. The document outlines the key characteristics and prerequisites of blended learning, including well-trained teachers who are proficient with both online and face-to-face instruction. It also discusses the roles and responsibilities of learners and teachers in a blended learning environment, as well as the advantages and disadvantages.

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ASSIGNMENT EDU 03: TECHNOLOGY AND COMMUNICATION IN EDUCATION. Submitted by, ATHIRA LEKSHMI V.S NATURAL SCIENCE ROLL.NO: 37
BLENDED LEARNING.pdf
BLENDED LEARNING Blended learning is a formal educational program in which a student learns at least in part through delivery of content and instruction via digital and online media with some element of student control over time, place, path or pace. Students still attend “brick-and – mortar” schools with a teacher present, face-to-face classroom method are combined with computer- mediated activities. Blended learning also called hybrid learning, technology- mediated instruction, web-enhanced instruction, and mixed-mode instruction. The term “blended learning” was initially vague, encompassing a wide variety of technologies and pedagogical methods in varying combinations. In 2006, the term became more concrete with the publication of the first handbook of Blended Learning by Bonk and Graham. He defined ‘blended learning systems’ as learning systems that “combine face to face instruction with computer mediated instruction.” Blended learning, the thoughtful integration of face-to-face and online learning, is a growing practice in higher education. It has the potential to enhance and transform higher education in teaching and learning - in flexibility and access, and in the optimization of resources. Blended learning has emerged in response to the increasing need and demand to respond to diverse students’ needs, to provide engaging and meaningful learning experiences, and to optimize increasingly scarce resources for higher education. Blended learning can be defined as a fruitful effort in integrating live classroom activities including face-to-face instructions along with online learning and instructions so as to reap the maximum benefits by utilizing the best aspects of all through effective planning by an ideal facilitator. MODELS OF BLENDED LEARNING The majority of blended-learning programs resemble one of four models: Rotation, Flex, A La Carte, and Enriched Virtual. The Rotation model includes four sub-models: Station Rotation, Lab Rotation, Flipped Classroom, and Individual Rotation. 1. Rotation model A course or subject in which students rotate on a fixed schedule or at the teacher’s discretion between learning modalities, at least one of which is online learning. Other modalities might include activities such as small-group or full-class instruction, group
projects, individual tutoring, and pencil-and-paper assignments. The students learn mostly on the brick-and mortar campus, except for any homework assignments. a. Station Rotation A course or subject in which students experience the Rotation model within a contained classroom or group of classrooms. The Station Rotation model differs from the Individual Rotation model because students rotate through all of the stations, not only those on their custom schedules. b. Lab Rotation A course or subject in which students rotate to a computer lab for the online- learning station.
c. Flipped Classroom A course or subject in which students participate in online learning off-site in place of traditional homework and then attend the brick-and-mortar school for face-to-face, teacher-guided practice or projects. The primary delivery of content and instruction is online, which differentiates a Flipped Classroom from students who are merely doing homework practice online at night. d. Individual Rotation A course or subject in which each student has an individualized playlist and does not necessarily rotate to each available station or modality.
2. Flex model A course or subject in which online learning is the backbone of student learning, even if it directs students to offline activities at times. Students move on an individually customized, fluid schedule among learning modalities. The teacher is on-site, and students learn mostly on the brick-and-mortar campus, except for any homework assignments. The teacher provides face-to-face support on a flexible and adaptive as- needed basis through activities such as small-group instruction, group projects, and individual tutoring. Some implementations have substantial face-to-face support, whereas others have minimal support. For example, some Flex models may have face- to-face certified teachers who supplement the online learning on a daily basis, whereas others may provide little face-to-face enrichment. Still others may have different staffing combinations. These variations are useful modifiers to describe a particular Flex model. 3. A La Carte model A course that a student takes entirely online to accompany other experiences that the student is having at a brick-and-mortar school or learning center. The teacher for the A La Carte course is the online teacher. Students may take the A La Carte course either on the brick and-mortar campus or off-site. This differs from full-time online learning because it is not a whole-school experience. Students take some courses A La Carte and others face-to-face at a brick-andmortar campus. 4. Enriched Virtual model A course or subject in which students have required face-to-face learning sessions with their teacher and then are free to complete their remaining coursework remote from the face-to-face teacher. Online learning is the backbone of student learning when the students are located remotely. The same person generally serves as both the online and face-to-face teacher. The Enriched Virtual model differs from the Flipped Classroom because in Enriched Virtual programs, students seldom meet face-to-face with their teachers every weekday.
Main Characteristics of Blended Learning • Students have the option of the two modes Students in blended learning can select either the traditional mode of classroom teaching where they can get personal interaction with teacher and their classmates or they can choose ICT supported teaching learning. This largely depends on the nature of content and objectives being targeted. Sometime course designer or teachers themselves decide on the mode appropriate for topic being dealt with. • Teachers are well versed with both the modes It is an important feature of the blended learning that teachers are very dynamic, techno savvy and fully trained to work efficiently in both the formats traditional classroom format and ICT supported format. They will be well equipped in using traditional methods and other modern technologies
• Students get face to face interaction as well they interact in virtual space Students get ample of time to interact with other students pursuing same course. They can interact with them inside college campus and also in virtual space. Thus, their group become very large and has much diversity so the student’s knowledge becomes wide and they also develop a feeling of understanding, love and harmony with students of other cultures and countries. • Students get full experience in using new technology The present century is the century of ICT. Today the illiterate is not only the one who cannot read and write but a person who is not well versed with modern technologies is also illiterate. Today all professions demand expertise in ICT so blended learning help to make student’s ICT experience rich. Students involved in blended learning gain capability to exploit available technologies to the fullest of their benefit • Students get training in different life skills Life skills are those skills that are needed to lead a happy peaceful and successful life. The major life skills are empathy, decision making capability, love, patience, communication, self-management, critical thinking. The blended learning helps the students to practice these skills. Students get acquainted with few skills like love, empathy, patience in classroom through his teachers, classmates, and few like self-management, decision making, critical thinking, communication through the online experiences. • All round development of personality is targeted In blended learning the students get full opportunity for all round development of the personality. All the aspects of personality namely- cognitive, physical and emotional are developed through blended learning which is difficult to achieve in traditional mode or ICT approach if followed in isolation. Tradition classroom teaching is helpful in memory level and understanding level of teaching and so help in cognitive domain development and at same time teacher’s behaviour, playground experience and social group with classmates develop affective and physical domain at same time online experiences help in reflective level of learning so develop higher faculties of min and social networking sites and other social interactions though internet help in right type of value development.
• Physical development is possible with in school campus The online learning and ICT supports teaching learning process is often targeted with the blame that it ignores physical development of the students. The blended learning overcomes this limitation. As it included school experience also so student get time for playing, physical work, yoga inside the college campus. • Students get wide exposure and new perspectives of the course content Due to variety of experience students get wide exposure and their content knowledge is enriched, they get to see various new dimensions of the content gain practical useful knowledge. • It provides multicultural and multi dimension approach to teaching learning process Blended learning approach provides student opportunity to communicate and share their views and feeling with the students all over the world thus it makes teaching learning process multicultural and variety of experience bring with it the interdisciplinary and multidimensional factor also. • Makes teaching learning process child centered Blended learning is designed to provide maximum gain to students and thus reach the goal of child centered education. • Diverse role of teacher Teacher in blended learning is playing different role, traditional role of a teacher in classroom, she acts as motivator, as a resource person, as an organizer, as a developer, when she develops content to be provided through ICT, as a guide on the side. Thus, teacher gets freedom from the monotonous traditional roles and she can try her hands in diverse areas that are good for her professional growth also. Prerequisite of Blended Learning Implementing blended teaching is not an easy task. It requires certain fundamental preparations in all the elements of teaching learning process- teacher, student, content designing, and infrastructure. The following are the basic requirements for implementing a successful blended learning.
• Well trained teachers Though child centered but teachers are an important pole of blended learning. Teachers should be well acquainted with the concept of blended learning and fully trained and skilled to blend both types of approaches- tradition and technological. They should be trained to develop content in digital form so that it can be available to students online. They should be well versed with internet browsing and internet terminology, should be aware of all the websites that can be useful for the students while learning online. Teacher should know how to utilize blogs, you tube facility, software like Skype, google talk and others for video conferencing and social networking sites for educational purposes. • Teachers with scientific attitude It is very important that teachers have scientific attitude. They should have good observation skill, they should be optimistic should have problem solving skills. Scientific attitude will help the teachers to deal positively with failures she will get while working on this innovative concept and will help to analyze the conditions objectively. This right type of scientific temper will automatically filter from teachers to students • Teachers with wider outlook and positive approach towards change As it is must for the success of any innovative idea or method blended learning process also need teachers that have a wider outlook and should be flexible, they should be ready to accept the changes and very innovative and dynamic. • Complete facilities like well-furnished computer lab, internet connection, provision for video chatting It is the compulsory factor of blended learning. Blended learning largely depends on infrastructure, school should not only have good classrooms but should also have a well-furnished computer laboratory with sufficient number of computers to cater to all the students of one class and the internet facility, a Wi-Fi campus if possible.
• Formative evaluation and continuous internal assessment The school authorities and higher educational bodies should be ready to completely implement continuous internal assessment (CAI) and other tools of formative evaluation as summative evaluation is not supported in the blended learning. The provision should be made for online examination for making the system more flexible. Roles and Responsibilities of Learner ➢ Students who are new to blended learning environments must learn to adapt to this mode of delivery which often requires more writing than face-to-face courses. ➢ Students also must make use of good time management skills as blended courses require them to balance both online and face-to-face course activities. ➢ Although the instructor creates the blended learning environment, the technology takes center stage as students interact with the technology through its delivery, accessibility, flow, content and activities. ➢ As more content is presented online, the instructor’s role will shift from being a presenter of information to a facilitator of knowledge. ➢ Students must become a collaborator. We could use virtual breakout rooms or boards that can be used for collaboration opportunities. ➢ Other roles of the student in a blended learning classroom are students becoming a communicator. We can use web-based communication in a classroom. ➢ Students must become a creator. Students have the freedom to explore and create in various ways using both traditional and online or technology activities ➢ Students must become a researcher. Time is allowed for research leading to more student-led learning Roles and Responsibilities of Teacher ➢ Blended learning shifts the teacher’s role from knowledge provider to coach and mentor. ➢ They must encourage students and celebrate their successes.
➢ They must facilitate deep learning, discussion, and collaboration. ➢ Teachers must also coordinate cooperative grouping. ➢ They must analyze student data to make instructional decisions. Teachers can use programs that provide immediate feedback and scores. ➢ Teachers must assess and provide actionable feedback. Ongoing assessments can be made. Advantages ✓ Blended instruction is more effective than purely face-to-face or purely online classes. ✓ By using blended learning students can work on their own with new concepts which frees teachers up to circulate and support individual students who may need individualized attention. ✓ The uses of information and communication techniques have been found to improve student attitudes towards learning. ✓ The global reach of the blended approach to education and training continues to be one of its greatest advantages. ✓ The speed with which you can reach thousands of people is unmatched by traditional methods as they can all be reach simultaneously without the restrictions of time and space. ✓ Not all content can be properly delivered online. The challenges of using a purely online modality are eliminated when a blended approach is used. ✓ It also allows students to avoid costs that are incurred through travel, accommodations and other expenses that are tied to ‘time and place studies. ✓ Blended learning allows learners the flexibility with their time to do their lessons anytime and anyplace until a meeting with the lecturer becomes compulsory. ✓ It can make it easier to deal with educational administration and communication with all students. Virtual office hours make tutors far more accessible than in a strictly face-to- face scenario.
✓ For sessions held online, the communication between teacher and student is open and everyone can benefit from it because everyone can view the responses sent by the teacher. ✓ Some lecturers experience an improvement in the quality of students’ writing and discussion. ✓ Blended learning often includes software that automatically collects student’s data and measures academic progress, providing instantaneous feedback ✓ It allows for personalized education, replacing the model where a teacher stands in front of the classroom and everyone is expected to stay at the same pace ✓ Blended learning encourages integration of technology into a variety of subjects. ✓ Blended learning also has the potential to reduce educational expenses Disadvantages ✓ Blended learning has a strong dependence on the technical resources or tools with which the blended learning experience is delivered ✓ Its literacy can serve as a significant barrier for students attempting to get access to the course materials making the availability of high-quality technical support ✓ The use of lecture recording technologies can result in students falling behind on the material ✓ Providing effective feedback is more time-consuming when electronic media are used in comparison to traditional (e.g., Paper-based) assessments. ✓ Lack of access to network infrastructure. ✓ Before a blended learning scenario can be considered ready for use, the lecturer has to do long, detailed and extensive work. Preparation for startup is very time consuming. ✓ There can be limited contact between lecturer and students and so some of the dynamism that comes with face-to- face interaction can be lost. ✓ Based on what students are used to, they often prefer the paper versions of the materials than to see them online so the face-to- face sessions in the blended programmes usually have a comparatively more successful “feel” for the students
✓ The materials developed by the lecturers cannot simply be the same set that they had developed for handouts. They have to be reformatted so that they guide the students through a process of independent study when they are not in a face-to- face session. This additional task required of the lecturers is yet to be appreciated for what it is worth. ✓ Students sometimes feel that they are given more work to do when distance modalities are used. REFERENCE https://www.ugc.ac.in/pdfnews/6100340_Concept-Note-Blended-Mode-of-Teaching-and- Learning.pdf https://files.eric.ed.gov/fulltext/EJ1124666.pdf https://www.lisc.org/media/filer_public/99/02/990296e9-9471-45f8-ac5b- 5a92babe501a/schoolbuild_additional_resources_blended_learning_design_guidelines.pdf

More Related Content

BLENDED LEARNING.pdf

  • 1. ASSIGNMENT EDU 03: TECHNOLOGY AND COMMUNICATION IN EDUCATION. Submitted by, ATHIRA LEKSHMI V.S NATURAL SCIENCE ROLL.NO: 37
  • 3. BLENDED LEARNING Blended learning is a formal educational program in which a student learns at least in part through delivery of content and instruction via digital and online media with some element of student control over time, place, path or pace. Students still attend “brick-and – mortar” schools with a teacher present, face-to-face classroom method are combined with computer- mediated activities. Blended learning also called hybrid learning, technology- mediated instruction, web-enhanced instruction, and mixed-mode instruction. The term “blended learning” was initially vague, encompassing a wide variety of technologies and pedagogical methods in varying combinations. In 2006, the term became more concrete with the publication of the first handbook of Blended Learning by Bonk and Graham. He defined ‘blended learning systems’ as learning systems that “combine face to face instruction with computer mediated instruction.” Blended learning, the thoughtful integration of face-to-face and online learning, is a growing practice in higher education. It has the potential to enhance and transform higher education in teaching and learning - in flexibility and access, and in the optimization of resources. Blended learning has emerged in response to the increasing need and demand to respond to diverse students’ needs, to provide engaging and meaningful learning experiences, and to optimize increasingly scarce resources for higher education. Blended learning can be defined as a fruitful effort in integrating live classroom activities including face-to-face instructions along with online learning and instructions so as to reap the maximum benefits by utilizing the best aspects of all through effective planning by an ideal facilitator. MODELS OF BLENDED LEARNING The majority of blended-learning programs resemble one of four models: Rotation, Flex, A La Carte, and Enriched Virtual. The Rotation model includes four sub-models: Station Rotation, Lab Rotation, Flipped Classroom, and Individual Rotation. 1. Rotation model A course or subject in which students rotate on a fixed schedule or at the teacher’s discretion between learning modalities, at least one of which is online learning. Other modalities might include activities such as small-group or full-class instruction, group
  • 4. projects, individual tutoring, and pencil-and-paper assignments. The students learn mostly on the brick-and mortar campus, except for any homework assignments. a. Station Rotation A course or subject in which students experience the Rotation model within a contained classroom or group of classrooms. The Station Rotation model differs from the Individual Rotation model because students rotate through all of the stations, not only those on their custom schedules. b. Lab Rotation A course or subject in which students rotate to a computer lab for the online- learning station.
  • 5. c. Flipped Classroom A course or subject in which students participate in online learning off-site in place of traditional homework and then attend the brick-and-mortar school for face-to-face, teacher-guided practice or projects. The primary delivery of content and instruction is online, which differentiates a Flipped Classroom from students who are merely doing homework practice online at night. d. Individual Rotation A course or subject in which each student has an individualized playlist and does not necessarily rotate to each available station or modality.
  • 6. 2. Flex model A course or subject in which online learning is the backbone of student learning, even if it directs students to offline activities at times. Students move on an individually customized, fluid schedule among learning modalities. The teacher is on-site, and students learn mostly on the brick-and-mortar campus, except for any homework assignments. The teacher provides face-to-face support on a flexible and adaptive as- needed basis through activities such as small-group instruction, group projects, and individual tutoring. Some implementations have substantial face-to-face support, whereas others have minimal support. For example, some Flex models may have face- to-face certified teachers who supplement the online learning on a daily basis, whereas others may provide little face-to-face enrichment. Still others may have different staffing combinations. These variations are useful modifiers to describe a particular Flex model. 3. A La Carte model A course that a student takes entirely online to accompany other experiences that the student is having at a brick-and-mortar school or learning center. The teacher for the A La Carte course is the online teacher. Students may take the A La Carte course either on the brick and-mortar campus or off-site. This differs from full-time online learning because it is not a whole-school experience. Students take some courses A La Carte and others face-to-face at a brick-andmortar campus. 4. Enriched Virtual model A course or subject in which students have required face-to-face learning sessions with their teacher and then are free to complete their remaining coursework remote from the face-to-face teacher. Online learning is the backbone of student learning when the students are located remotely. The same person generally serves as both the online and face-to-face teacher. The Enriched Virtual model differs from the Flipped Classroom because in Enriched Virtual programs, students seldom meet face-to-face with their teachers every weekday.
  • 7. Main Characteristics of Blended Learning • Students have the option of the two modes Students in blended learning can select either the traditional mode of classroom teaching where they can get personal interaction with teacher and their classmates or they can choose ICT supported teaching learning. This largely depends on the nature of content and objectives being targeted. Sometime course designer or teachers themselves decide on the mode appropriate for topic being dealt with. • Teachers are well versed with both the modes It is an important feature of the blended learning that teachers are very dynamic, techno savvy and fully trained to work efficiently in both the formats traditional classroom format and ICT supported format. They will be well equipped in using traditional methods and other modern technologies
  • 8. • Students get face to face interaction as well they interact in virtual space Students get ample of time to interact with other students pursuing same course. They can interact with them inside college campus and also in virtual space. Thus, their group become very large and has much diversity so the student’s knowledge becomes wide and they also develop a feeling of understanding, love and harmony with students of other cultures and countries. • Students get full experience in using new technology The present century is the century of ICT. Today the illiterate is not only the one who cannot read and write but a person who is not well versed with modern technologies is also illiterate. Today all professions demand expertise in ICT so blended learning help to make student’s ICT experience rich. Students involved in blended learning gain capability to exploit available technologies to the fullest of their benefit • Students get training in different life skills Life skills are those skills that are needed to lead a happy peaceful and successful life. The major life skills are empathy, decision making capability, love, patience, communication, self-management, critical thinking. The blended learning helps the students to practice these skills. Students get acquainted with few skills like love, empathy, patience in classroom through his teachers, classmates, and few like self-management, decision making, critical thinking, communication through the online experiences. • All round development of personality is targeted In blended learning the students get full opportunity for all round development of the personality. All the aspects of personality namely- cognitive, physical and emotional are developed through blended learning which is difficult to achieve in traditional mode or ICT approach if followed in isolation. Tradition classroom teaching is helpful in memory level and understanding level of teaching and so help in cognitive domain development and at same time teacher’s behaviour, playground experience and social group with classmates develop affective and physical domain at same time online experiences help in reflective level of learning so develop higher faculties of min and social networking sites and other social interactions though internet help in right type of value development.
  • 9. • Physical development is possible with in school campus The online learning and ICT supports teaching learning process is often targeted with the blame that it ignores physical development of the students. The blended learning overcomes this limitation. As it included school experience also so student get time for playing, physical work, yoga inside the college campus. • Students get wide exposure and new perspectives of the course content Due to variety of experience students get wide exposure and their content knowledge is enriched, they get to see various new dimensions of the content gain practical useful knowledge. • It provides multicultural and multi dimension approach to teaching learning process Blended learning approach provides student opportunity to communicate and share their views and feeling with the students all over the world thus it makes teaching learning process multicultural and variety of experience bring with it the interdisciplinary and multidimensional factor also. • Makes teaching learning process child centered Blended learning is designed to provide maximum gain to students and thus reach the goal of child centered education. • Diverse role of teacher Teacher in blended learning is playing different role, traditional role of a teacher in classroom, she acts as motivator, as a resource person, as an organizer, as a developer, when she develops content to be provided through ICT, as a guide on the side. Thus, teacher gets freedom from the monotonous traditional roles and she can try her hands in diverse areas that are good for her professional growth also. Prerequisite of Blended Learning Implementing blended teaching is not an easy task. It requires certain fundamental preparations in all the elements of teaching learning process- teacher, student, content designing, and infrastructure. The following are the basic requirements for implementing a successful blended learning.
  • 10. • Well trained teachers Though child centered but teachers are an important pole of blended learning. Teachers should be well acquainted with the concept of blended learning and fully trained and skilled to blend both types of approaches- tradition and technological. They should be trained to develop content in digital form so that it can be available to students online. They should be well versed with internet browsing and internet terminology, should be aware of all the websites that can be useful for the students while learning online. Teacher should know how to utilize blogs, you tube facility, software like Skype, google talk and others for video conferencing and social networking sites for educational purposes. • Teachers with scientific attitude It is very important that teachers have scientific attitude. They should have good observation skill, they should be optimistic should have problem solving skills. Scientific attitude will help the teachers to deal positively with failures she will get while working on this innovative concept and will help to analyze the conditions objectively. This right type of scientific temper will automatically filter from teachers to students • Teachers with wider outlook and positive approach towards change As it is must for the success of any innovative idea or method blended learning process also need teachers that have a wider outlook and should be flexible, they should be ready to accept the changes and very innovative and dynamic. • Complete facilities like well-furnished computer lab, internet connection, provision for video chatting It is the compulsory factor of blended learning. Blended learning largely depends on infrastructure, school should not only have good classrooms but should also have a well-furnished computer laboratory with sufficient number of computers to cater to all the students of one class and the internet facility, a Wi-Fi campus if possible.
  • 11. • Formative evaluation and continuous internal assessment The school authorities and higher educational bodies should be ready to completely implement continuous internal assessment (CAI) and other tools of formative evaluation as summative evaluation is not supported in the blended learning. The provision should be made for online examination for making the system more flexible. Roles and Responsibilities of Learner ➢ Students who are new to blended learning environments must learn to adapt to this mode of delivery which often requires more writing than face-to-face courses. ➢ Students also must make use of good time management skills as blended courses require them to balance both online and face-to-face course activities. ➢ Although the instructor creates the blended learning environment, the technology takes center stage as students interact with the technology through its delivery, accessibility, flow, content and activities. ➢ As more content is presented online, the instructor’s role will shift from being a presenter of information to a facilitator of knowledge. ➢ Students must become a collaborator. We could use virtual breakout rooms or boards that can be used for collaboration opportunities. ➢ Other roles of the student in a blended learning classroom are students becoming a communicator. We can use web-based communication in a classroom. ➢ Students must become a creator. Students have the freedom to explore and create in various ways using both traditional and online or technology activities ➢ Students must become a researcher. Time is allowed for research leading to more student-led learning Roles and Responsibilities of Teacher ➢ Blended learning shifts the teacher’s role from knowledge provider to coach and mentor. ➢ They must encourage students and celebrate their successes.
  • 12. ➢ They must facilitate deep learning, discussion, and collaboration. ➢ Teachers must also coordinate cooperative grouping. ➢ They must analyze student data to make instructional decisions. Teachers can use programs that provide immediate feedback and scores. ➢ Teachers must assess and provide actionable feedback. Ongoing assessments can be made. Advantages ✓ Blended instruction is more effective than purely face-to-face or purely online classes. ✓ By using blended learning students can work on their own with new concepts which frees teachers up to circulate and support individual students who may need individualized attention. ✓ The uses of information and communication techniques have been found to improve student attitudes towards learning. ✓ The global reach of the blended approach to education and training continues to be one of its greatest advantages. ✓ The speed with which you can reach thousands of people is unmatched by traditional methods as they can all be reach simultaneously without the restrictions of time and space. ✓ Not all content can be properly delivered online. The challenges of using a purely online modality are eliminated when a blended approach is used. ✓ It also allows students to avoid costs that are incurred through travel, accommodations and other expenses that are tied to ‘time and place studies. ✓ Blended learning allows learners the flexibility with their time to do their lessons anytime and anyplace until a meeting with the lecturer becomes compulsory. ✓ It can make it easier to deal with educational administration and communication with all students. Virtual office hours make tutors far more accessible than in a strictly face-to- face scenario.
  • 13. ✓ For sessions held online, the communication between teacher and student is open and everyone can benefit from it because everyone can view the responses sent by the teacher. ✓ Some lecturers experience an improvement in the quality of students’ writing and discussion. ✓ Blended learning often includes software that automatically collects student’s data and measures academic progress, providing instantaneous feedback ✓ It allows for personalized education, replacing the model where a teacher stands in front of the classroom and everyone is expected to stay at the same pace ✓ Blended learning encourages integration of technology into a variety of subjects. ✓ Blended learning also has the potential to reduce educational expenses Disadvantages ✓ Blended learning has a strong dependence on the technical resources or tools with which the blended learning experience is delivered ✓ Its literacy can serve as a significant barrier for students attempting to get access to the course materials making the availability of high-quality technical support ✓ The use of lecture recording technologies can result in students falling behind on the material ✓ Providing effective feedback is more time-consuming when electronic media are used in comparison to traditional (e.g., Paper-based) assessments. ✓ Lack of access to network infrastructure. ✓ Before a blended learning scenario can be considered ready for use, the lecturer has to do long, detailed and extensive work. Preparation for startup is very time consuming. ✓ There can be limited contact between lecturer and students and so some of the dynamism that comes with face-to- face interaction can be lost. ✓ Based on what students are used to, they often prefer the paper versions of the materials than to see them online so the face-to- face sessions in the blended programmes usually have a comparatively more successful “feel” for the students
  • 14. ✓ The materials developed by the lecturers cannot simply be the same set that they had developed for handouts. They have to be reformatted so that they guide the students through a process of independent study when they are not in a face-to- face session. This additional task required of the lecturers is yet to be appreciated for what it is worth. ✓ Students sometimes feel that they are given more work to do when distance modalities are used. REFERENCE https://www.ugc.ac.in/pdfnews/6100340_Concept-Note-Blended-Mode-of-Teaching-and- Learning.pdf https://files.eric.ed.gov/fulltext/EJ1124666.pdf https://www.lisc.org/media/filer_public/99/02/990296e9-9471-45f8-ac5b- 5a92babe501a/schoolbuild_additional_resources_blended_learning_design_guidelines.pdf