Stanley,
Yes, these are great points. Blended learning environments can provide opportunities for one-on-one connection within the larger class community. Instructors cannot achieve this to the same degree in a conventional classroom setting as it interrupts the flow for other students and can cause a distraction. The Internet provides direct connection between each student and the instructor and this takes the learning to a new level.
Dr. Ruth Reynard
I think that there are several opportunities which are given to students. They can connect with the instrutor, and other students in a less formal area, where discussion can possibly be taken to a deeper level. It seems that this type of forum would given students more time to think about the subject matter to frame better what they really want to say. Students, who are normally more shy in class, might be more likely to express their thoughts. And, errors might be less painfully corrected, and discussion might ensue regarding concerning any errors that were made.
However, it seems to me that this would lay an extra measure of responsibility on the instructor. Imagine being able to make connections with your teacher outside the classroom. It seems that the instructor should be a concerned professional who is willing to take the extra time to work with his, or her, students. If this is the case, the use of the internet as a learning tool could be a wonderful thing. I agree with you that the computer and internet should supplement what the instructor can do, not replace the instructor. I have seen situations where, when this has happened, the results have not been happy.
I think that responsible course design entails assembling the parts of the program to their best advantage. Despite all of their good things, computers do not make decisions well, they really don't reason and plan, and they are not good facilitators.
Gilbert,
Now with mobile connectivity as well, even the computer is becoming less of an issue and students can connect anywhere and anytime. The restrictions of various websites require faculty to be planning well in advance and reviewing not only the access to sites but the currency of the content. Good points!
-Ruth
It also allows the student to have quicker access to a much wider range of references via the internet. A conventional student may have a computer terminal in his classroom or institutional facility but it is one he must share with a number of other students. (Even in institutions in which every student has a laptop, there are concerns with bandwidth.) In hybrid learning, students have individual access from their home locations; there are less restrictions with time, etc. There are also fewer restrictions on website accessibility. In my institution, there are a multitude of websites that are restricted due to very broad policies; many of them are benign and very relevant to the topics at hand. Those types of policies are much less applicable to home study.
Why do you think that is, Juanita? What is it about the blended delivery that encourages students to be more resourceful? Have a read through the section on learner autonomy - I think the reality is that the blended delivery supports the development of learner autonomy even more than conventional face to face. Do you agree?
Blended learning opportunities teachs us all to be more resourceful. And that their is new technology to use for researching other then the old ways of spending hours in the library going through tons of books.
Great, Krista! thank you for sharing your methodology and your approach of introducing technology tools within the overall learning process of the students. This integrated approach is highly successful with students. As you say, the technology skills are a huge part of the learning of the hybrid experience - instructors should be intentional about this as you have outlined. Excellent!
I believe one benefit to students taking hybrid classes, is having an instructor “teach†them how to use the online learning technologies within the face-to-face class time. In my introductory classes I use class time, during the first few class sessions, and demonstrate to students the use of online technology for uploading/downloading class files and assignment as well as methods to access synchronous and asynchronous chats and discussion boards. Rather than throwing new students into a new online platform in addition to learning class content all at once, I slow down the integration of online technologies into the course. For example, in the first week I demonstrate how to download class files and how to upload assignments. Then the in-class assignment will use these online tools. During the next face-to-face class, chats and or discussion boards are introduced in the classroom and then reinforced with homework assignments. Ensuring students can use the technology first helps with their success in both hybrid and online classes.
Yes, Patti. The hybrid delivery also elevates the learning process and continues that dynamic within and without the immediate class group. This means that students can learn individually within the larger community - have you seen the benefits with your own students?
I also think that a hybrid course offers flexibility for the students as well as time savings on commuting to and from school. I think hybrid classes are great. In a way, it is still holding a student's hand and making sure they stay on track; however, they can do part of their work at home in their pj's. With our busy lives, anything that we can do to save time is always better.
Customization, Greg, is fast becoming the normal expectation from students - a direct result of new technology, in my opinion. Therefore, when we can provide a customized learning environment for students, we are addressing that expectation - and it enriches the experience. Good cooments...
I believe an obvious, concise answer regarding the benefit of blended learning would entail the model of customization. Separate from the instructor and the material presented (if prepared and presented in a dynamic fashion), the student is able to tailor their path toward learning the material.
Some students may gain knowledge by traditional, linear lectures (written, etc). I've seen, as technology increases, that this is not the norm anymore. We now have some students that learn a majority of the material through chat sessions with a whiteboard (which I do often), regardless of if that material was covered previously in a lecture video. I also see the converse, some students participating less in the chat session because they picked up the visual material prior to the session.
The true benefit, I believe, is that the student has the OPTION (capitalized for emphasis) of which direction their learning will take them. Some may try strict linear paths, and diverge to the non-linear path, or possibly mix-and-match the two to suit them. The point is, before the course becomes overwhelming, they will have already found their most comfortable path of learning!
So, instructional design and planning is required more than ever, John. When flexibility means chaos, then the entire point has been missed :)
I suppose I'm in a Devil's Advocate mood, and while I agree that hybrid learning allows the student great flexibility for learning, flexibility also can be a double-edged sword for wasting time by the student that then later cannot really be made up for in class. Under the blended format we decided to devote a good amount of time to using online resources. I'm very interested in some ideas for inspiring students to really use that time and these online resources well. It can be an overall much better learning experience.
I like this comment. And would like to think that there are many, many students who take the opportunity to hyper link to the horizon of some new knowledge, pushing us instructors to learn more, too. However, in a couple blended courses I've done so far, I find too much of an attitude, "I'll answer this question as quickly and with as little effort as I can." In-class, eye-to-eye, you can challenge the student for his lack of effort easier than online.
I'm not sure I totally understand your question, Mariska. Do you mean taking their education seriously, or connecting their education with their jobs?
I have been having a difficult time getting my career college students to treat their educations as part of their careers. What do you suggest?
Indeed, Michelle. Developing autonomy in learning is a challenge for both instructor and student. We typically prefer to teach as we were taught and often that has been in a more traditional context. The reality, however, is that more learning takes place when students are empowered to learn.
While it sounds obvious, it does not happen in every classroom or learning environment!It can be difficult to stay committed to developing learner autonomy but it is important to do just that - expect students to become independent thinkers and learners.
The transition from 'sage on the stage' or the instructor being the primary (input) or provider of course content information to the instructor as 'facilitator' who coaches, guides, directs, but does not intend to spend the entire class time 'lecturing' can be hard to get used to - for instructors AND for some students, especially those accustomed to a more traditional learning format.
