According to Horn and Staker, blended learning is:
“Any time a student learns, at least in part, at a supervised brick-and-mortar location away from home and, at least in part, through online delivery with some element of student control over time, place, path, and pace. The modalities along each student’s learning path within a course or subject are connected to provide an integrated learning experience.”
The most significant piece of the definition is the “element of student control” highlighting the flowing instructional models to enable improved student-centered learning, giving students greater than before control over the time, place, path, and the step of their learning tracks.
Blended learning offers a balanced approach, focused on redesigning instructional models first, then applying technology, not as the driver, but as the supporter, for high-quality learning experiences that allow a teacher to personalize and make the most of the learning.
The technology helps to supply instructors with data, expand student choices for educational resources and learning materials, and deliver opportunities for students to practice and to exhibit the high-character performance.
Broadly speaking, I am for blended learning, which means taking advantage of both traditional f2f techniques and possibilities presented by new technologies.
Flipped Classrooms provide pre-recorded material (video or audio) followed by classroom activities. Learners watch the video before or after the class; this happens outside F2F meetings. Thank’s to that class time can be used for interaction, such as Q@A sessions, discussions, exercises other learning activities.
This is the unadulterated room to “invert” doings in the class with activities outside the instruction distance.
Flipping is not just about video and technology.
Moreover, technology does not replace good teaching. It enhances good education.
Flipping helps us to get the best use of class time. It is a methodology that allows the teacher to involve students intensely in the collaborative community and develop a shared problem-solving workshop.
My students very frequently have to find some info, primarily online, and in class, they present materials on a particular subject. We use it as a base for richer analysis and activities.
Sometimes, instead of giving lectures, I call for learners to watch chosen PPT, videos or podcasts at home, hence when we meet in the course of study, we can concentrate on the debate, as well as interpretation of the problem.
In my point of view, there are some significant ways to involve students during a lecture such as small demonstrations, surveyed by group debate as well as PPT lecture, followed by expounding, discussing and particularizing the material.
I am convinced that dialogue is necessary for my Polish History and Culture lectures. I take advantage of novel methods to build up active learning skills and to encourage students toward further education, or else to mature students’ thinking skills. For most of my learners, the techniques I use are fresh. They come to study in Poland from all the Globe, and the majority of them are not used to blended learning as well as flipped classes.
They have to be talked into active learning and taking the responsibility of their own knowledge. My role as a teacher is to be a learning coach, mentor and a source of support as well as inspiration.
Flipping provides students opportunities such as; interactive questioning, mind exploration, answer “why this is important for me to recognize this?” and student-created content.
During my language classes, I also use flipped methods because I believe in learning by researching as well as having fun while studying.
• Clayton Christensen Institute: What Is Blended Learning?
• Report: iNACOL Blended Learning Teacher Competency Framework
• Report: Mean What You Say: Defining and Integrating Personalized, Blended and Competency Education
• Report: Maximizing Competency Education and Blended Learning: Insights from Experts
• Wolff, Lutz-Christian, and Jenny Chan. “Defining Flipped Classrooms. “Flipped Classrooms for Legal Education. Springer Singapore, 2016. 9-13.