Integrated Blended Learning

Integrated Blended Learning

[ATTACH]

Image by Bob.Fornal

Key characteristics

Practice what you preach

It is important that instructors use the methods that they want students to work with during teaching or when interacting with each other

Active learning

Instruction still largely follows a receptive paradigm, knowledge is often absorbed without actively engaging with the content. When learning steps are supplemented with activities where learners have to question, restructure or discuss the content, superior learning results will ensue.

Blended Settings

In many blended learning settings, face-to-face meetings are held traditionally without the use of computers. When interacting with the computer is part of in-class instruction, instructors can model the use of technology and students can practice and receive support when encountering problems. Thus they are less likely to run into problems and be discouraged when working on their own.

Open and Collaborative Learning Methods

Learning is more effective when results can be worked out and discussed with co-learners. Many methods used in seminar and workshop settings can supplement traditional teaching methods for better effect.

Chaining learning activities

Often times with modular learning solutions, activities are performed in isolation. This can be in-effective and demotivating. When results from one learning activity are used in the next activity, learning becomes more meaningful and motivating.

Accountability

It is important that students are held accountable for their learning results.

IBL Success factors

  • The introduction of Blended Learning is supported by administration/management
  • The organisation/institution expects more than cost reduction from introducing IBL
  • Blended Learning is introduced gradually
  • Early Adopters use the approach and can demonstrate its functionalities and the effectiveness
  • Trainers/Instructors are involved in the implementation from the beginning
  • Instructors and learners have basic computer and internet skills and access to the required infrastructure
  • Instructors and learners have baseline knowledge of blended learning tools, methods and skills: collaboration in online conferences, writing texts online, communicate via voip, brainstorming with mind maps in an application sharing etc.
  • Instructors and learners are already used to activating and collaborative Methods
  • Instructors and learners receive technical and didactical support
  • Formative evaluation and quality control involves all stakeholders