BLENDED LEARNING SYSTEMS

BLENDED LEARNING SYSTEMS

1. WHY BLEND?

   • there are six reasons that one might choose to use a blended learning system:
     • (1) pedagogical richness, (2) access to knowledge, (3) social interaction, (4) personal agency, (5) cost-effectiveness, and (6) ease of revision
       • Increased Cost-Effectiveness
         • . Cost-effectiveness is a third major goal for BL systems in both higher education and corporate institutions
       • Increased Access and Flexibility
         • Access to learning is one of the key factors influencing the growth of distributed learning environments
       • Improved Pedagogy
         • One of the most commonly cited reasons for blending is more effective pedagogical practices.

2. WHAT IS ?

   • Blended learning systems combine Traditional face-to-face Learning Environment with (computer-mediated) Learning Environment
     • past, present and future
       • Four dimensions of interaction in face to face and distributed learning eviroments
         • Space, time, fidelity and humaness

3. BLOENDED LEARNING MODELS

   • BL examples occur at one of the following four levels:
     • Activity-Level Blending
     • Course-Level Blending.
     • Program-Level Blending
     • Institutional-Level Blending
   • categories of blended learning systems
     • Enabling blends
       • Primarily focus on addressing issues of access and convenience
     • Enhancing blends
       • Allow incremental changes to the pedagogy but do not radically change the way teaching and learning occurs
     • Transforming blends
       • Blends that allow a radical transformation of the pedagogy

4. CHALLENGES FACED

   • THE CHALLENGE OF FINDING BLENDS THAT TAKE ADVANTAGE OF THE STRENGTHS OF EACH ENVIRONMENT AND AVOID THE WEAKNESSES.
     • understand the strengths and weaknesses of both face-to-face and CM environments so that when we are faced with trade-offs

5. CHALLENGES FACED

   • Digital Divide
     • The divide between the information and communication technologies available to individuals and societies
   • Models for Support and Training
     • Providing learners with technological skills to succeed in both face-to-face and CM environments
   • Cultural Adaptation.
     • The need for customizing the materials to the local audience to make them culturally relevant
   • Role of Learner Choice and Self-Regulation.
     • Online learning components often require a large amount of self-discipline on the part of the learners
   • Balance Between Innovation and Production
     • Finding an appropriate balance between innovation and production
   • The Role of Live Interaction.
     • face-to-face elements were combined, learners often placed a greater value or emphasis on the face-to-face aspects of the experience.

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