Page 175 - BLENDED LEARNING

A summary of my blended learning course design strategy
In my context it was necessary to:

■ ■ evaluate the suitability of either face-to-face or online for particular tasks
■ ■ create a supportive atmosphere
■ ■ discuss and demonstrate the benefits of collaboration and co-operation
with learners in class
■ ■ recognise what was compulsory and what could be flexible
■ ■ give control to learners and become a facilitator in the online space
■ ■ be flexible and ready to respond to needs and interests
■ ■ expect a variety of learner behaviours
■ ■ ensure that internet access was reliable and provide support.

Recommendations for blended learning course designers
Notice what is lacking in the traditional classroom which may be compensated for
or improved by your blend. Then, investigate the affordances of various tools and
select the most suitable approach for your context. Next, decide on the strength of
the different aspects of your blend and a strategy for implementing it. Discuss the
reasons behind the blend with your learners so that they recognise the potential
benefits to their learning.
If you select a wiki then:
■ ■ demonstrate the wiki in class and use a computer cluster to introduce the log in
the process and basic functions of the wiki
■ ■ encourage students with good computer skills to mentor others
■ ■ use a mix of scaffolded, guided activities whilst still allowing freedom to create
new items

■ ■ integrate the wiki into the class routine to encourage participation
■ ■ persevere, explain the purposes and show enthusiasm for the possibilities of wiki
■ ■ reward contributors with comments online and face-to-face
■ ■ react to individual needs and personalities.
References

Beetham, H and Sharpe, R (2007) Rethinking Pedagogy for a Digital Age.
London: Routledge.

Garrison, D and Kanuka, H (2004) Blended learning: uncovering its transformative
potential in higher education. Internet and Higher Education 7: 95 –105.

Kuteeva, M (2011) Wikis and academic writing: changing the writer-reader
relationship. English for Specific Purposes 30: 44 –57.

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