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Definition of blended learning—
A combination of face-to-face with online experiences to produce effective, efficient and flexible learning. (Stein & Graham, 2014)
 

                                                 

 

Why blended learning?

  1. —Deep meaningful learning
  2. —Improved instructional design
  3. —Increased guidance and triggers
  4. —Easier access to learning activities
  5. —Individualised learning opportunities
  6. —Increased engagement through social interaction
  7. —Time on task
     

Principles of designing blended learning to create a community of inquiry (Garrison and Vaughans, 2008)

1.Plan to establish a climate that will encourage open communication and create trust
2.Plan for critical reflection, discourse, and tasks that will support systematic inquiry
3.Sustain community by shifting to purposeful, collaborative communication
4.Encourage and support the progression of inquiry
5.Manage collaborative relationships to support students in assuming increasing responsibility for their learning
6.Ensure that inquiry moves to resolution and that metacognitive awareness is developed
7.Ensure assessment is congruent with intended learning outcomes
 
Questions to be addressed when re-designing your module
—1. What kind of evidence of achievements that I would like to see from my students at the end of the module?
2. —What are the key outcomes that I hope to achieve at the end of the module?
3. —What kind of assessments that I wish to design, based on the learning outcomes for the module?
—4. What kind of learning activities that I could design, that facilitate students learning, and lead to outcomes and prepare for assignments? 
 
Flipped classroom
 “Flipping the classroom” means that students:
a) gain first exposure to new material outside of class, usually via reading or lecture videos, and then,
b) use class time to do the harder work of assimilating that knowledge, perhaps through problem-solving, discussion, or debates.
 

Key elements - flipped classroom (Brame, 2012)

1.Provide an opportunity for students to gain first exposure prior to class.
2.Provide an incentive for students to prepare for class.
3.Provide a mechanism to assess student understanding.
4.Provide in-class activities that focus on higher level cognitive activities. 
 
References

Brame, C (2012). Flipping the Classroom. (http://cft.vanderbilt.edu/teaching-guides/teaching-activities/flipping-the-classroom/)
Garrison, D. & Vaughan, N. (2008). Blended learning in higher education: Framework, principles, and guidelines.  San Francisco, CA: John Wiley & Sons.
Stein, J. and Graham, C.R. (2014). Essentials for blended learning: A standards-based guide. New York: Routledge. 

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