Why blend?

Our current 18 year old students have not known life without the internet, and do not see technology as something separate from their lives, nor from learning.

Their need to benefit from technology seamlessly into the curriculum has become of paramount importance and they have an expectation of blended learning A vision of students today (youtube video - opens in a new window)  

Research shows however that the role of teacher is still fundamental “There is absolutely no evidence that learners are able or willing to do without teachers, no matter how well designed the materials, how extensive the resources or how ‘just in time’ the learning. The fundamental role of the teacher or tutor has not changed but the mode of operation has”. (Mason, in Rovai and Jordan 2004)

Quick Links

• About 21^st century learners and their use of technology
• Learning gains for a blended approach
• Developing Digital Literacy as a Graduate Attribute
• Coffee and learning

21st Century Learners

Here are some fascinating reports on how our learners perceive blended learning

• Higher Education in a Web 2.0 World (JISC Publication pdf -2mb - opens in a new window)
• A vision of students today
• Information Revolution
• Shift happens
• Pay attention
• Web 2.0: the machine
• Web 2.0: is here
• In their own Words  - what learners tell us about Blended Learning (word doc- 245k - opens in a new window)

Learning gains from a Blended Learning approach

Here are just a few sources which indicated increased learning effectiveness when students engage with blended learning

• Tangible Benefits of e-Learning (JISC Publication pdf -124mb - opens in a new window)
• Improve achievement e.g., Cook (2001), Clarke et al (2004)
• Enhance the face to face interaction, e.g.; Collis (2001); Sharpe, R., Benfield, G., Roberts, G., & Francis. R., (2006)
• Extend learning opportunities - 24/7
• Support collaborative learning and foster sense of community e.g., Salmon, (2002); Laurillard, (2001)
• It can promote learning in unique ways – e.g., video, graphics, multimedia, animations, SecondLife, SMS
• Provide additional support for our diverse student body- Thorne (2002); Davies et al. (2005)
• Accommodate a variety of learning styles, Poole (2003)
• Assist with retention and widening participation, e.g., Retention is helped with Blended Learning (pdf - 365k - opens in a new window)
• Help with our declining unit of resource and with large groups – e.g., Chester and Evans, (2006); Twigg, (2005)
• Subject Specific Support for Blended Learning

Digital Literacy and Blended learning

One of the University’s three Graduate Attributes is to be:

Digitally Literate- our graduates will be confident users of advanced technologies; they will lead others, challenging convention by exploiting the rich sources of connectivity digital working allows.

Courses which include sophisticated use of blended learning contribute to digital literacy development in the following ways:

1. the ‘e’ aspects of the learning process, as in the Blended Learning entitlements – so that digital literacy is being developed through the process of engagement with ‘e’ materials, tasks, Personal Development Planning and collaborative learning;
2. specific, hopefully cutting edge technologies, software and the skills of their use – ready for employment; and
3. the development of information literacy capability

Here is more guidance on the role of blended learning in digital literacy development

Coffee and learning…it’s all in the blend

To achieve an overall higher cup quality, coffees form various origins are blended together, resulting in a higher quality than that of any of the ingredients individually. It is fair to say that there is no perfect blend for specific learning contexts, similarly to there being no perfect blend for coffee to suit a specific occasion. With learning (and with coffee) there are interesting, excellent and inspired blends.

Regardless of the ingredients the success of the blend comes from careful thinking and planning of how the elements work together and affect each other. (Littlejohn and Pegler, 2006, p71)  

 “Blended learning offers the possibility of changing our attitudes not only as to whereand whenlearning takes place, but in terms of whatresources and tools can support learning and the waysin which these might be used. Blended e-learning adds extra dimensions to blending. It fosters integration of different spaces, allowing students to learn from college, university, the work environments, from home or on the move. It can offer the flexibility in the timewhen learners can participate in courses, reducing or removing restrictions arising from the balance of work or home commitments with study. It also opens up a range of new mediaresources that can be used for learning”(Littlejohn and Pegler, 2006, p73)

References