Group items tagged

“In recent experimental and quasi-experimental studies contrasting blends of online and face-to-face instruction with conventional face-to-face classes, blended instruction has been more effective. When used by itself, online learning appears to be as effective as conventional classroom instruction, but not more so” (p. xviii).

If blended learning is to lead to positive outcomes for students, then it must be highly relational, active and inquiry oriented (both online and offline), and commit to empowering students with digital tools.

It may also hold value by employing certain technologies that help teachers and students to formatively assess learning

nuanced balance that combines both digital technologies and the physical presence of a caring, knowledgeable and pedagogically thoughtful teacher

“There is clear consensus that the best strategies for design begins [sic] by clearly defining course objectives before coming up with course activities, assignments and assessments. Course objectives are particularly critical for blended courses because objectives can inform content delivery mechanism (in class or online), pedagogy (bridging between the classroom and online activities), and requisite amount and locations for class meetings and interactions” (p. 11).

blended learning lends itself to learner-centered, teacher-guided (as opposed to teacher-directed), interactive, and student-collaborative learning.

Students should be able to perform required tasks online with little or no prompting by the instructor. Of course, teachers should guide their students along, but when a student can accomplish a task online with limited assistance, that student encounters a learning experience that is deeper and more rewarding.