Agenda What is blended learning? Models of blended learning Benefits of blended learning Challenges of blended learning Role of teacher in a blended classroom Management of large class number Towards an effective blended learning environment

1. Towards Blended Learning:
Strategies and Role of Teachers
Dr. Nashwa Ismail -Research Associate- Institute of Educational Technologies
The Open University - UK
Erbil Polytechnic University
Kurdistan
Monday 28-09-2020

2. Dr.Nashwa Ismail
MSC-PhD (Technology-Enhanced Learning)
MCT& MCE (Microsoft Certified Trainer & Educator)
“Distance learning, still too far”
Teachingtoday

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Session outline
• What is blended learning?
• Models of blended learning
• Benefits of blended learning
• Challenges of blended learning
• Role of teacher in a blended classroom
• Management of large class number
• Towards effective blended learning environment

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1. What is Blended
Learning ?

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1.1 History of Blended Learning
1840’s: First
Distance
Course
1960’s & 1970’s:
Mainframe
Computer-
Based Training
1970’s to
1980’s: TV-
Based
Technology to
Support Live
Training
1980’s & 1990’s:
CD-ROM
Training and
Rise
1998: First
Generation Of
Web-Based
Instruction of
LMS
2000 Until
Today: Blended
Learning
Integration

6. Continuum of Technology-Enhanced Learning
• Blended Learning
• Face-to-face + basic ICT(e.g. MS Office and e-mail).
• ICT+ face-to-face • Pure Online

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• “A blended learning solution combines educational and training methods within different
social contexts for learning (self-study, one-to-one, group), with the aim of increasing
learning effectiveness. It may also mix the learning media used to deliver the solution
(face-to-face, online, offline etc.) as a way to optimise the efficiency of the solution.”
(Shepherd, 2008)
• “A mixture of online and in-person delivery where the online portion effectively replaces
some of the face-to-face contact time.” Replace/Complement/Supplement?
(Graham et al. 2013)
• BL involves an extensive course redesign with the use of technology to enhance learning
and teaching in a combination of physical and virtual environment.
(Bleed, 2001;Vaughan, 2007)
1.2 Definitions of Blended Learning (BL)?

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1.3 Why do we blend learning?
(Garham & Kaleta, 2002; Kistow, 2011; Papp, 2000; Spender, 2001; Trasler, 2002; Vaughan, 2007)
➢ For Learners
• personalize learning
• Individual progress
• Learning styles
• learner independence (teacher-centred approach is
questionable???)
• Learners’ engagement engaged with use of variety of
content type.
• Development of students’ skills (critical thinking ad
problem solving)
➢ For Teachers
• The ability to assess learner, give feedback
individually and act accordingly
• Restructure and replace some traditional class
contact hours by implementing online virtual class
contact hours in both synchronous and asynchronous
modes
➢ For Teaching & Learning
• Flexible learning environment
• Support learning activities that extend outside face-to-face sessions
• Knowledge retention is significantly improved with a variety of interactive elements in the learning process, built-in
assessment and feedback, and real-world implementation.(Bloom, 1994)

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2. Models of Blended learning
Which Blended Learning Model Is Right for You?

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Many ways to blend
Classroom instruction
that includes online
resources with limited
or no students to be
online
Classroom teaching
with some online
components that
extend beyond
classroom
Mostly or fully online
with sometimes
teaching in
classroom or
computer labs
Mostly or fully online
with sometimes
students meet in
classroom or
computer lab
Fully online
curriculum with
options to face-
to-face teaching

11. Traditional
instruction
Technology with
instruction
Informal online
learning
Full time online
learning
online learningBrick and mortar
Models of Blended Learning

12. ■ Example, if computer lab is
equipped with 15 computers.
Throughout the day the teacher
rotates students among online
learning, small-group
instruction, and individual
assignments.
❑ Students tend to be grouped by
learning styles, skills or needs
❑ Can apply in large-class number
Station-rotational model
Students rotate between 3 learning modalities
1) online learning; 2) face-to-face instruction; 3) group projects
Teacher Paraprofessional Offline learning Online

13. ■ Example: students rotate
out of their classrooms to
a learning lab for two
hours each day to further
their instruction in Maths
and reading through
online learning.
Lab-rotational model
Students rotate on a fixed schedule among rotate among locations
on the campus not just within the classroom.
Teacher Paraprofessional Offline learning Online

14. Teacher offline learning Online
Students rotate on a fixed schedule between face-to-face teacher delivery
in school and the primary delivery of content and instruction is online at
home.
Example:
• Students use computers after
school at the location of their
choice to watch short
asynchronous instruction videos
and complete comprehension
questions online
• Students apply their learning with
a face-to-face teacher.
Flipped classroom model

16. Individual rotation
Students rotate on an
individually customized,
fixed schedule among
learning modalities.
• At least one of these
is online learning.
• Students do not
necessarily rotate to
each available station
or madality.
Example; assign each
student a specific
schedule that rotates
them every 35 minutes
between online
learning in the learning
centre and offline
learning.
Teacher Paraprofessional Offline learning Online

17. Teacher offline learning Online
A La Carte Model
• Students who have some specific leaning needs
• Autonomous and independent learning (virtual)
• jump into the deep blended learning
. “Hey, you know what?
I'm deficient or short on
credits. I want to earn
these credits”

18. Flex model
Teacher Paraprofessional Offline learning Online
• Students' schedules to accommodate
almost a fully personalized learning or
fully virtual environment.
• students opportunities to work on their
laptops or devices
• Students own their learning
• Challenges: space and time scheduling,

19. Enriched virtual model
• Students take that content in
almost an exclusively or
entirely exclusively online
environment
• Large class number
Teacher offline learning Online

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3. Roel of Teachers

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Roel of Teachers in
Blended Learning
• Deep learning, guiding discussion, and
collaboration
• Design problem-based opportunities
• Facilitate student’s personal development
• Coordinate, delegate discussion boards or
blogs for group work opportunities.
• Introducing learning content
• Assign various resources for students to use
for learning (differentiated learning)
• Collect and analyze immediate feedback and
scores, benchmarking
• Encourage students and celebrate their
successes
• Coach and tutor
• Facilitator
• Learning designer
• Learning analyzer
• Grouping coordinator
• Learning manager
• Mentor

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4. Challenges in blended
learning

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Challenges in implementing blended learning
• Learners not taking online learning seriously
• Resisting the urge to use technology by learners
• Management Buy-in the educational institution
• Managing and monitoring participant progress
• Looking at How to teach, not just WHAT to teach
• “Too much, too soon”
• Misdirected strategies to bring all blending elements together

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Proposed solutions
“Traditional mindset”
Preparing participants
• Directions about how to install and use
technology
• Attendance/completion requirements.
• Managers, what their employees will be
experiencing

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Proposed solutions
“Too much, too soon”
• Don’t include all available technologies at
once
• Simplest technology as possible
• Available technical support
• Facilitator learning initiative can answer
basic queries as well

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Proposed solutions
“Misdirected strategy”
Task for eLearning designers (before channels
of delivery
Portions of the learning content for:
• Face-to-face time,
• Collaboration
• Self-directed. Only after
N.B. bridge the gap between pedagogy and
technology

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Proposed solutions
“Bringing All Blending Elements Together”
A course map on the organization’s Learning
Management System (LMS), including links
for content, virtual classroom schedule, contact
information, FAQ , etc

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Proposed solutions
“Assessing Learner Progress”
• Results monitoring and tracking to meet all
learning requirements
• Facilitators-students interaction to make
sure that learning outcomes are understood
and thus expectations are met..

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Blend mix, what is the right mix ratio?
• There is no ‘ideal blend mix’, factors to consider in decided the blend mix:
• Leading factors for the blend:
➢course objectives and learning outcome,
➢ students’ profile, and learning preferences
➢availability of online resources and technological support from
university
➢Faculty readiness; adoption of pedagogical and technological support
(Ostguthorpe & Graham, 2003) (Bryant, Kahle, & Schafer, 2005)

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5. Large Class
Number in Blended
Learning

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Teacher:
• “show, don’t tell” Model the best
• TA, rubric assessment, right and
wrong answers
• Group project (200/4)
• Streamline feedback
Tips for Designing and Moderating Large-Enrollment Online Courses
Technology:
• LMS features for automated tasks
• Forums (Data mining)
• Draft and auto-release targeted
messages
Student:
• Students ask students (FAQ)
• “think-pair-share” discussion approach
• Minute paper, Muddiest point paper
• “Peer Review” then “Self-reflection”
• Students to facilitate the discussions on a rotating basis

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Mirrored-Station Rotation
Example of a blended learning model for large class size
Instead of 6 stations ….Duplicate 3 stations
Intervention group Enrichment group

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5.Planning Blended
Learning

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Tips to Design Blended Learning Courses
• Planning of ….
➢Level of interactivities for engagement
➢Group activities to enhance the learning curve
➢ How learners should communicate with facilitators/with each
other
➢Determine which assessment strategy works best to track progress
• Clarity of ……..
➢Learning aims & objectives.
➢Course outline to guide the learners.
➢Learning resources
➢Support system
N.B. Learning analytics can tell a lot

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Steps to blend learning ?
1.BUY IN
2. Learning objectives& outcomes
3. Developing skills
& knowledge
4. Technical knowledge
5. Planning and creating resources
6. Assessment &
Evaluation
8. Feedback
7. Course
introduction

36. Resources
• The Open University(2020) Take your teaching online
(BOC) Available at:
https://www.open.edu/openlearn/ocw/mod/oucontent/vi
ew.php?id=77528&section=2
• The Open University(2020) Innovative Pedagogical
Reports Available at:
http://www.open.ac.uk/blogs/innovating/?p=518
• UNESCO (2020) Distance learning solutions Available
at:https://en.unesco.org/covid19/educationresponse/sol
utions

37. nashwa.ismail@open.ac.uk
THANK YOU