Page 4 - eBooktest4

Why our ecosystem should opt for blended learning approach?

Blended learning to be successful in any ecosystem it requires the involvement of all

different players in the identified ecosystem. I many aspects the Organisational
readiness is the key part that allows an institution to successfully implement the

blended learning approach. This is inclusive of teachers and students having proficient
understanding of how the approach will be conducted such as pedagogy as well as

the technology that will be used. Digital literacy skills is also an essential perquisite for

blended learning for students and teachers to fully participate and to apply effective
learning.

What are the modalities of blended learning in an ecosystem?

At various times there are misconceptions of the method in which a blended learning
approach would need to applied in an ecosystem. For example, having students read

online materials online without them reflecting on what they are reading can perhaps
not be constituted as blended learning. Similarly, having students use a specific

technology without specific outcomes can also not be classified as having a blended

learning approach. Thus, therefore means that teachers need to influence the use of
technology as Brooke (2017) stated that to personalise and streamline the learning

process for students through technology it makes blended learning an effective way

to maximise the impact of teacher time through direct instruction. Various models exist
in how an institution opts to implement a blended learning model.

Any given institution should then, therefore, design and adopt a model that would suit

the needs of the teachers, students, and community to achieve the best outcomes.
During the Online Post, the model that is envisaged particularly befitting the described

ecosystem is the “supplemental blended model”. The “supplemental model” of blended

learning model in actual fact influences the way in which the face to face process can
be enriched, this means that there is no decline in the face to face mode to take place.

During the “Supplemental Blended Learning” students complete either entirely online
work to supplement their day-to-day face-to-face learning, or entirely face-to-face

learning experiences to supplement the learning gained in online courses and
activities.

4