Blended Learning in K-12

“Blended Learning is an approach to course design that brings together the best of both face-to-face and online strategies. This combination aims to build from each approach to create an innovative and effective learning experience for students.” (Ragan, 2007)

Why Blended Learning?

Blended learning allows…

• Differentiation of participation and pacing of learning
• Enhanced and greater depth of learning in the face-to-face component due to front loading asynchronously
• Interaction with resources and collaboration outside the physical classroom
• Community building which may be absent in solely online courses
• Increased student empowerment in the learning process
• Flexibility for learning: any-time, anywhere
• Preparation for future alternative instructional delivery modes
• Opportunities to practice technology skills in authentic ways
• Possibility for instruction to continue in the event of school closings (natural disaster, epidemics, etc)

Essential Considerations in Designing a Blended Course

• Allow adequate time to prepare the course – six month minimum suggested to set in place tools plus instructional design team
• Determine the teams to design course (subject matter expert, instructional designer, web/media designer, IT staff)
• Determine the best platform and tools to be used for course delivery and assessment based on school context
• Determine who will manage the platform: full-time administrator, existing department head or IB/AP coordinator, curriculum coordinator, tech integration staff member
• Establish standards for developing, designing, and implementing courses
• Determine the course content and organise content into “chunks”
• Determine how the knowledge/skills of the course will be assessed
• Ensure appropriate infrastructure is available to provide reliable access and student experience
• Decide how to best select course instructors/facilitators
• Select or develop the design template to standardise online course delivery (navigation etc)
• Ensure sufficient professional development is provided for teachers in designing and facilitating the course

Essential Considerations for a Blended Course Template

• Create a calendar/schedule of assignments/lessons
• Align course with school determined curricular framework (standards and benchmarks)
• Clearly post a course description including goal and outcomes with unit objectives heading each section
• Determine course objectives with online learning activities and assessments
• Ensure uniform methods for posting resources and handing in assignments
• Allows for easy development by design team  and easy navigation by all users
• Course template has a recognisable “brand” or visual school identity

Questions to consider….

• How will the development of differentiated student learning be implemented within the online portion of the course?

Time Management

• Will a blended course substantially change current thought of teacher and student scheduling/room assignments?

Instructional Design

• How will on-line learning transform the “face-to-face”concept of education by more  incorporation of “doing, collaboration, and interaction” among the class community?

Making the Most of a Blended Course

Teachers:

• Utilize a variety of tools to effectively communicate with learners and engage them online
• Employ instructional strategies that allow for all learners (regardless of learning preferences) to be successful.
• Grow as a professional in your curriculum area to more effectively present your material online (scholar/practitioner)
• Frequently assess the learning process and the effectiveness of instructional strategies and tools
• Integrate online with face-to-face so that there is continuity in the course
• Become proficient in the use of course technology/tools

Students:

• Interact with instructors and other students in online forums and other discussions
• Are prepared for face-to-face interactions by completing required online activities
• Develop time management skills and self discipline to meet course goals
• Become proficient in the use of technology tools

Resources

Dziuban, C. D., Hartman, J. L., Moskal, P.D., “Blended Learning,”  EDUCAUSE Research Bulletin, Volume 2004, Issue 7, March 30, 2004, <http://net.educause.edu/ir/library/pdf/ERB0407.pdf>.

Irlbeck, S. (2008). Implementation of best practices for online teaching and learning in an online institution. Performance Improvement, 47(10), 25-29. doi:10.1002/pfi.20036.

Ragan, L. (2007, August 28). Best Practices in Online Teaching – Pulling It All Together – Teaching Blended Learning Courses. Retrieved from the Connexions Web site: http://cnx.org/content/m15048/1.2/

Tremblay, R. “Best Practices” and Collaborative Software In Online Teaching. International Review of Research in Open and Distance Learning v. 7 no. 1 (2006) p. 1-5.

Cavanagh, S.,. (2008). MIT orients course materials online to K-12. Education Week, 27(22), 1,.

Gorsky, P.,. (2009). Online teaching effectiveness: A tale of two instructors. International Review of Research in Open and Distance Learning, 10(3).

Gorsky, P.,. (2009). Online teaching effectiveness: A tale of two instructors. International Review of Research in Open and Distance Learning, 10(3), 1-27.

Ronsisvalle, T.,. (2005). Student success in online K-12 education. Quarterly Review of Distance Education, 6(2), 117-124.