Blended Learning@Staffordshire University
Blended Learning@Staffordshire University (Summary) Definition of Blended Learning Blended Learning is defined as the thoughtful integration of each of the following in order to maximise student flexibility:
Independent study is the student’s time for reading, research, preparation and assessment. Guided independent study is the use of course documentation and learning resources for specific learning activities e.g. homework, specific pre-class readings/research, group tasks etc. This includes e-Support in Blackboard as per the current Blackboard minimum/recommended requirements. Online scheduled contact time is a lesson delivered online with tutor ‘presence’ and within a specific time-frame that is equivalent to classroom contact (see below for more details). A ‘blended’ module includes at least 10% of contact hours delivered online Classroom contact time. This includes traditional scheduled face-to-face teaching and learning that takes place in the classroom and/or workplace with both tutor and students present.
In a Blended Learning approach, the classroom focus can move from the delivery of content to discussion, application, problem solving, group-work tasks etc. In addition to an increase in flexibility, the development of blended learning can also offer a range of other advantages that may include greater accessibility, variety of teaching and learning styles, greater levels and types of student and tutor interaction etc. that may increase engagement and attainment. See, for example, ‘The undergraduate experience of blended e-learning: a review of UK literature and practice’ (Sharpe, Benfield, Roberts, & Francis, 2006). There are examples below of a variety of blended models.
Staffordshire University definition of Online Scheduled Learning In order to comply with the QAA/HESA/KIS guidelines and to ensure that online learning sessions are as engaging as face-to-face classroom learning session and manageable for staff to prepare and deliver, it is proposed that they are structured as though they were scheduled classroom sessions. This helps to ensure that they are linked to learning outcomes and assessment and that the expectations of student and staff workload can be made more transparent. Specific scheduled online learning and teaching activities will comply with the QAA/HESA guidelines and can be regarded as part of the overall contact time for staff and students if the same principles that would apply in classroom contact below are followed:
Tutor and student ‘presence’ is required in the scheduled learning and teaching activity (i.e. through ‘live’ online events, virtual scheduled office hours and required attendance) Online scheduled learning and teaching activities include clear guidance for students on when to do an activity and how long to spend (+ word-counts where appropriate). Specific times when tutors are online/present during the activity will be included. Online scheduled learning and teaching activities will include clear guidance on the expected learning outcomes and how the activity maps to the overall assessment in the module Online scheduled learning and teaching activities will include clear guidance on when and how students will receive feedback on their performance in the online activity Online scheduled learning and teaching activities will be carefully scaffolded and include induction activities to support the development of students’ digital literacy and online learning skills
Helen Walmsley-Smith ADU October 2015
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Blended Learning@Staffordshire University
Examples of Blended Learning Models Blended Learning can be designed to integrate independent study, guided independent study, online scheduled contact and classroom learning and teaching activities in a variety of ways to suit the curriculum and students. Such integration has resulted in the emergence of different models of and approaches to blended learning. Some of the more common models are identified below, though this list should not be seen as complete:
Flipped classroom model In this model, the traditional classroom ‘lecture’ or delivery of content is moved to a scheduled online preparation session. Classroom activities include discussion, experiment and application of the learning (Brame, 2013), for example: Learning & Teaching Activities (from QAA/ HESA) Lecture/ Demonstration/ Seminar
Tutorial/ Project supervision
Flipped Classroom examples
Online scheduled preparation before class
Classroom activity
Students participate in online live web/ video/ podcast/ telephone conference presented by tutor Online discussion where tutor is present in forum during specific part of discussion activity times Online group collaborative activity using wiki where students contribute and add comments/ questions to other students’ contributions where tutor is present during specific part of activity in forum to comment/ give feedback
Students complete test/ quiz on content Students discuss test/ quiz responses and help each other Students engage in discussion/ activities based on the podcast/ video/ reading Students work in groups to apply learning to case studies and/or problems Individual and/or group tutorials Journal/ blog is used as basis for tutorial discussion
Students prepare/ review work in preparation for tutorial and add posts to online journal/ blog where tutor is present during specific part of activity in forum for consultation and feedback/ support Students participate in scheduled tutorials via online web/ video/ telephone conference calls.
Reflection-based Learning Model This model is commonly used in education and health programmes and can include the use of the students own experiences as learning material (Moon, 2004). Students engage in scheduled online reflection activities before and after classroom sessions. Learning & Teaching Activities (from QAA/ HESA) Lecture/ Demonstration/ Seminar
Reflection-based Learning examples
Online Scheduled Preparation before class Students participate in online live web/ video/ telephone conference presented by tutor Online discussion where tutor is present in forum
Helen Walmsley-Smith ADU October 2015
Classroom activity
Online Scheduled Homework
Students engage in discussion/ activities based on the podcast/ video/ reading
Students reflect on learning and post to a group or personal blog where tutor is present during specific part of activity in forum for 2
Blended Learning@Staffordshire University
Tutorial/ Project supervision
during specific part of discussion activity times Online group collaborative activity using wiki where students contribute and add comments/ questions to other students’ contributions where tutor is present during specific part of activity in forum to comment/ give feedback
Students work in groups to apply learning to case studies and/ or problems
Students prepare/ review work in preparation for tutorial and add posts to online journal/ blog where tutor is present during specific part of activity in forum for consultation and feedback/ support Students participate in scheduled tutorials via online web/ video/ telephone conference call.
Individual and/ or group tutorials Journal/ blog is used as basis for tutorial discussion
consultation and feedback/ support Students create resources and/or collate resources into an online portfolio where tutor is present during specific part of activity in forum for consultation/ support Online discussion where tutor is present in forum during specific part of discussion activity times Students complete reflective blog based on tutorial. Tutor is present during specific part of activity for consultation and feedback/ support
Problem-based Learning Model This model engages students in exploring solutions to ‘messy’ problems. Typically, students identify and research relevant learning material themselves, rather than having content delivered (Savin-Barden & Wilkie, 2006). Students engage in a variety of classroom and online scheduled sessions to find solutions. Learning & Teaching Activities (from QAA/ HESA) Seminar
Problem-based Learning examples
Classroom activity Students presented with ‘problem’ using variety of media
Group work (scheduled online or in class)
Online Scheduled Homework
Classroom activity
Students engage in discussion/ activities to explore problem and identify what they need to know. Tutor is present in forum during specific part of discussion activity times
Students use online resources to explore solutions to problem. Tutor is present in forum during specific part of activity for feedback and guidance. Students engage in online discussion where tutor is present in forum during specific part of discussion activity times
Students present solutions to problem
(Note: many of the suggested preparation, classroom and homework activities are interchangeable. It is assumed that both independent study and e-Supported learning is also available to all students in addition to the activities suggested above.) Helen Walmsley-Smith ADU October 2015
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Blended Learning@Staffordshire University
Feedback Feedback is essential for student learning, and Hattie’s review of learning interventions found that feedback has the greatest effect on achievement (Hattie, 2003). Feedback to students as part of online scheduled learning activities should be equivalent to the feedback that would be given during face-to-face sessions and student expectations made clear. Some examples are below:
Lectures Students may be invited to respond to activities/ask questions during a face-to-face lecture and will receive individual and/or group feedback. Feedback is given within the time for the lesson. An online lecture (for example a video conference or webinar) may include individual and/or group activities and students may use software tools to poll or to answer multiple choice questions. The tutor will respond to individual activities and questions to the whole group and the software may give individual feedback on test questions. Feedback is given within the time for the lesson.
Discussion A classroom discussion will usually include some students contributing and feedback is given in the form of individual feedback to those who contribute and general class feedback to the group. Feedback is given within the time for the lesson. An online discussion, for example, may run for 5 days and students can access and contribute at any time. Tutor may be present, reading posts, commenting and giving feedback etc. at any time, but will be present online during, for example, specific 1 hour scheduled time-slot for to give some individual (perhaps randomly selected) student feedback and general class feedback to the rest. Feedback is given within the time for the lesson, and is not given after the discussion is closed (although students may continue to contribute).
Group activities A classroom group activity may include students working independently with occasional support from the tutor. The group may then feedback to the whole class and receive group feedback from the tutor. Feedback is given within the time for the lesson. An online group activity (for example using the discussion forum or a wiki page) may run for several days and the students work independently on the task in their group. The tutor may access at any time and support where necessary. The tutor will be online during, for example, specific 1 hour scheduled time slot to read/view each group’s task outcome and offer group feedback. Feedback is given within the time for the lesson, and is not given after the activity is complete (although students may continue to contribute).
Individual tasks An individual classroom activity may involve students completing a reflective journal or collating items for a portfolio. The tutor may spend a small amount of time with most students for consultation and to give individual feedback during the lesson. An individual online activity (for example using a blog or online journal) may run for several days and the student will complete the task at their own time and pace. The tutor may access at any time and offer support where necessary. The tutor will be online during, for example, specific 1 hour scheduled time slot to read/view a selection of individual blogs etc. and offer feedback. Feedback is given within the time for the lesson, and is not given after the activity is complete (although students may continue to contribute).
Please note: This is a shortened version of the full document that can be see here: https://blogs.staffs.ac.uk/hw9/2015/07/15/blended-learning/ Helen Walmsley-Smith ADU October 2015
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Blended Learning@Staffordshire University
Bibliography Brame, C. J. (2013). Flipping the Classroom. [Online]. Retrieved July 25, 2014, from http://cft.vanderbilt.edu/guides-sub-pages/flipping-the-classroom/ Hattie, J. (2003). Teachers Make a Difference: What is the research evidence? In Australian Council for Educational Research Annual Conference on: Building Teacher Quality. Moon, J. A. (2004). A Handbook of Reflective and Experiential Learning. London, UK: Routledge Falmer. Savin-Barden, M., & Wilkie, K. (2006). Problem-Based Learning Online. Buckingham, UK: Open University Press. Sharpe, R., Benfield, G., Roberts, G., & Francis, R. (2006). The undergraduate experience of blended elearning: a review of UK literature and practice. York, UK: Higher Education Academy.
Helen Walmsley-Smith ADU October 2015
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