Blended learning approach prepared by christian

1. prepared by:
Romero, Christian d.

2. Blended learning is described as integrated learning, hybrid
learning, multi-method learning combines classroom
learning, mobile learning, and online learning.
Blended Learning refers to a combination of online and
face-to-face methods in response to learners’ needs and for
the achievement of instructional objectives.

3. This means that multiple approaches, methods and resources
to teaching or to educational processes are combined and utilized
by the teacher who now expects the students to learn not only from
assigned web pages and communication tools (e.g. email, discussion
board and chat rooms) but also from face to face lectures, tutorials,
person to person discussions and seminars. Examples include
combining technology-based materials and traditional print
materials, group and individual study, structured pace study and
self-paced study, conference calls, tutorial and coaching. It may
also include CD-ROM courses, video, simulations and integrated
learning systems. Overall, the best mix of resources is used to
provide an optimum learning experience for all the students.

4. 1. Blended learning allows businesses and schools alike to
make maximum use of the technologies and other resources
that they have available to them. This means that it allows
both businesses and schools to take a look at all the
technologies and tools that they have and see how it can
best be used to bring the greatest benefit to
employee/students and the organization even as they spend
as little as they possibly can and still maintain
effectiveness.

5. 2. The organization offering the course can create his/her own
content.
3. The global reach of the blended approach to education and
training continues to be one of its greatest advantages. Uses
concerning distance are eliminated.
4. 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.
5. Not all content can be properly delivered online. The
challenges of using a purely online modality are eliminated
when a blended approach is used.

6. 6. By making use of traditional approaches where they
work best and applying the technology related methods
only where they are most appropriate for the achievement
of the instructional goals, organizations can avoid the
exponential increase in costs that can accompany a
complete switch to online methods only. It also allows
students to avoid costs that are incurred through travel,
accommodations and other expenses that are tied to ‘time
and place studies’.
7. Blended learning allows learners the flexibility with their
time to do their lessons anytime and any place until a
meeting with the lecturer becomes compulsory.

7. 8. 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.
9. Students get their learning needs and styles catered to
whether they prefer online or face-to-face because it offers
both in a single course.
10. 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.
11. Some lecturers experience an improvement in the
quality of students’ writing and discussion

8. 1. Before a blended learning scenario can be considered ready
for use, the lecturer has to do long, detailed and extensive
work. Preparation for start up is very time consuming.
2. 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.
3. 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.

9. 4. 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.
5. Students sometimes feel that they are given more work to
do when distance modalities are used.

10. 1. Define your academic goals.
A blended learning model can be tailored to meet one
or more objectives, such as personalizing instruction by
infusing technology into the core curriculum; expanding the
course offerings available to students; allowing students to
take accelerated or specialized courses without leaving the
school building; or helping students recover credits and
graduate on time.
Your district’s goals should inform every step of the
process, from selecting curriculum materials to recruiting the
right staff. Once goals are set, it’s important to establish
metrics so you can ensure the program is meeting its intended
results.

11. 2. Help teachers understand their critical role.
There is a common misconception that
implementing technology displaces classroom teachers. In
reality, the online component of a blended learning model
is a powerful complement to face-to-face instruction—and,
as in any classroom, the teacher is the single most
important determining factor for student success.
3. Support the needs of all students.
Self-directed pacing and ongoing assessment
empower students to take greater responsibility for their
own learning. As students become more self-aware of their
learning styles, they are building essential life skills—such
as time management and communication—that will
position them well for future academic, career, and life
achievements.

12. 4. Anticipate pushback.
Change can be scary. Be prepared to address concerns
from the entire school community, especially parents, who
might be unfamiliar with the benefits of blended learning.
Share your plan early with all stakeholders in a variety of
settings, from meetings to websites, and establish an open
door policy for questions.
5. Innovate and adapt.
For most schools, blended learning is an entirely new
challenge—and chances are you won’t get everything right
from the start. Challenge your team to constantly evaluate
your program so you can identify what’s working and what
needs to be improved. Don’t be afraid to seek help from
experts, including other schools that have implemented
blended learning programs.

14. Experimentation: students individually perform an experiment
and then come together as a class to discuss the results.
Research projects: students research a topic and can present
their findings to the class.
Field trips. This allows students to put the concepts and ideas
discussed in class in a real-world context. Field trips would
often be followed by class discussions.

15. Films. These provide visual context and thus bring
another sense into the learning experience.
Class discussions. This technique is used in all of
the methods described above. It is one of the
most important distinctions of constructivist
teaching methods.