Blended Learning
Imke Buß; Jutta Rump; Janina Kaiser; Melanie Schiedhelm; Petra Schorat-Waly
a) Description of the method (abridged version)
In the integrated model, face-to-face events and virtual components outside the classroom are of equal value. These are therefore blended learning scenarios in which
- face-to-face and online phases alternate,
- learning is synchronous and asynchronous,
- students are self-directed, individually or collectively, as well as receptive.
It is important to select the learning objects of the face-to-face and online phases according to the learning objectives and to systematically link the two learning locations (online and face-to-face). If the online phases are not directly linked to the face-to-face phases, acceptance and use may be low.
What is it good for?
The strengths of both learning locations and the other virtual teaching options can be optimally utilized through the face-to-face and online phases. If knowledge is imparted or deepened online, students can learn independently of time and place and determine their own learning pace. This means, for example, that more time can be used for cooperative learning or the discursive consolidation and analysis of learning content, which is a strength of face-to-face teaching.
A special variant of the integrated model is the "inverted classroom". Here, most of the knowledge transfer takes place in the online phases. The face-to-face phases are used to deepen knowledge and for discursive discussions between teachers and students on the subject matter.
Group size
There are no limits to group size, although small to medium group sizes are advantageous for the integration of teacher feedback (e.g. for assignments) or for the inverted classroom.
Time required
The initial creation and revision of the materials is time-consuming. If the materials are available, the effort required is no greater than for a face-to-face event. On the contrary, teachers' flexibility in terms of location and time is increased if part of the face-to-face education is replaced by virtual teaching.
Room equipment
No special requirements.
Material
Internet and access to the learning platform (e.g. OLAT) are generally required. Access to software for creating screencasts/videos is helpful for the lecturer.
b) How does & promote the following dimensions of diversity in blended learning?
Prior specialist experience & Prior knowledge
Prior experience can be assessed and reflected on via online elements (e.g. survey) or by means of a self-test. In the face-to-face course, the education provider can incorporate the experiences in the form of examples and cases or take them into account when imparting knowledge by explaining them again. In online phases, students can learn at their own pace, look at the materials presented several times or research missing information. If educators offer advice during the online phases or learning groups are formed, students' questions can also be taken into account at these times.
Core competence independent work & Learning
The core competence of independent work is strongly demanded and promoted in the online phase, as the focus here is on the independent organization of one's own knowledge acquisition. However, the degree of self-direction can be influenced by the teacher. For example, steering elements can initially be incorporated into the course, such as tasks, tests or consultation hours. In particular, this can support the determination of needs (What should I learn?) and the evaluation of learning outcomes. Tying tasks to specific deadlines or time periods can reduce or support the degree of time-based self-control. The learning strategies of the students themselves are addressed by the proposed elements, but can pose a challenge for students. Reflecting on students' learning strategies (e.g. through appropriate learning strategy tests & Advice) can support students in their learning management.
Study motivation
The online phases in particular require a high level of self-motivation and independent work. For extrinsically motivated students, it is important to make goals and to-dos transparent and to provide regular feedback on learning progress. Feedback can be provided both virtually and during the attendance phases. Intrinsically motivated students, on the other hand, can additionally deepen and focus on learning content according to their own interests. Overall, it should be noted that a low level of intrinsic motivation goes hand in hand with a low level of self-learning during the semester, even with traditional classroom teaching.
Academic & Social integration
The social integration of students is promoted in particular by the attendance phases of this method, so that cooperation between students is encouraged or facilitated. This collaboration can also be supported - albeit more difficult - in online phases through the joint development of tasks or peer feedback. Academic integration, i.e. personal and professional interaction with lecturers, is promoted in the online phase by setting tasks (and providing feedback on them), office hours or other elements with a feedback function. If the online phase is supported by such individual feedback, academic integration can even be increased compared to pure face-to-face teaching (if no individual feedback is provided there).
Time & Location restrictions
The time and location restrictions are very low if attendance time is reduced and learning can take place independently of time and location.
Literature
Dittler, M.; Bachmann, G. (2005): Designing e-learning portals as an integral part of university development. In: D. Euler and S. Seufert (eds.): E-Learning in Hochschulen und Bildungszentren. Munich: Oldenbourg Verlag.
Erpenbeck, J.; Sauter, S.; Sauter, W. (2015): E-learning and blended learning. Self-directed learning processes for knowledge building and qualification. Wiesbaden: Gabler Verlag.
Gagné, R. M.; Briggs, L. J.; Wagner, W. W. (1992): Principles of instructional design. Fort Worth: Har-court Brace College Publishers.
Esslingen University of Applied Sciences (2014): E-learning scenarios (with Moodle). Available online at www.hs-esslingen.de/fileadmin/medien/einrichtungen/Didaktikzentrum/DZ-Impulse/7._DZ-Impuls_-_E-Learning-Szenarien.pdf.
Kerres, M. (2013): Mediendidaktik: Konzeption und Entwicklung mediengestützter Lernangebote. 4th ed. Munich: Oldenbourg Verlag.
Martsch, M.; Schultz, A. (2015): Development of learning strategies through blended learning in in-company training. In: bwp@ 10/2015 (28(1)), pp. 1-22.
Pachner, A. (2009): Development and promotion of self-directed learning in blended learning environments. Münster: Waxmann Verlag.
University of Paderborn (2012): Introductory video PINGO. Available online at youtu.be/KK22QMb0MFA.
Citation
Buß, Imke; Rump, Jutta; Kaiser, Janina; Schiedhelm, Melanie; Schorat-Waly, Petra (2017): Blended learning - Integrated model with alternation between face-to-face and online phases. In: Rump, Jutta; Buß, Imke; Kaiser, Janina; Schiedhelm, Melanie; Schorat-Waly, Petra: Toolbox for good education in a diverse student body. Working Papers of the Ludwigshafen University of Business and Society, No. 6. www. hwg-lu.de/arbeitspapiere
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