Blended Learning
Imke Buß; Jutta Rump; Janina Kaiser; Melanie Schiedhelm; Petra Schorat-Waly
a) Description of the method (abbreviated version)
In the integrated model, face-to-face events and virtual parts outside of the presence are of equal value. It is thus a matter of blended learning scenarios in which
- classroom and online phases alternate,
- learning is synchronous and asynchronous
- the students proceed both self-directed, individually or collectively, and receptively.
It is important to select the learning objects of the classroom and online phases according to the learning objectives and to systematically link the two learning locations (online and classroom). If the online phases stand next to the presence phases without a direct link, there may be low acceptance and use.
What is it good for?
Through the presence and online phases, the strengths of both learning locations and the other virtual mediation possibilities can be used optimally. 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 in the classroom for cooperative learning or the discursive consolidation and analysis of learning content, which is a strength of classroom teaching.
A special variant of the integrated model is the "inverted classroom". Here, the majority of the knowledge transfer is shifted to the online phases. The classroom phases are used to deepen knowledge and for discursive discussion of the subject matter between teachers and students.
Group size
There are no limitations in terms of group size, although small to medium group sizes are advantageous when integrating instructor 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 is not greater than for a face-to-face event. On the contrary, the teachers' flexibility in terms of location and time is increased if part of the classroom teaching is replaced by virtual teaching.
Room equipment
No special requirements.
Material
Internet and access to the learning platform (e.g. OLAT) are usually required. For the teacher, access to software for creating screencasts / videos is helpful.
b) How does & blended learning promote the following diversity dimensions?
Prior professional experience & Prior knowledge
Via online elements (e.g. survey) the prior experience or through a self-test the level of knowledge can be inquired and reflected. In the classroom, the instructor can integrate 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 presented materials several times or research missing information. If instructors offer advice during online phases or if learning groups form, students' queries 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, since 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 instructor. For example, controlling elements can initially be built into the course, such as assignments, tests or consultation hours. This can especially support the determination of needs (What should I learn?) and the evaluation of learning outcomes. Tying assignments to specific deadlines or time periods can reduce or support the degree of time self-direction. Student learning strategies themselves are addressed by the proposed elements, but may be challenging for students. Reflection on student learning strategies (e.g., through appropriate learning strategy tests & advising) can support students in their learning management.
Study motivation
Especially the online phases 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 virtually, but also through the attendance phases. Intrinsically motivated students, on the other hand, can additionally deepen and focus learning content according to their own interests. Overall, it should be noted that low intrinsic motivation is also associated with low self-learning during the semester in classic classroom teaching.
Academic & social integration
The social integration of students is particularly promoted by the face-to-face phases of this method, so that cooperation between students is forced or made possible. This collaboration can also be supported - albeit more difficult - in online phases by working together on assignments or peer feedback. Academic integration, i.e., personal and professional interaction with instructors, is promoted in the online phase through the setting of assignments (and feedback on them), office hours, or other elements with a feedback function. If the supervision of the online phase is designed with 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 the attendance time is reduced and learning can take place independent of time and location.
Literature
Dittler, M.; Bachmann, G. (2005): Designing e-learning portals as an integral part of higher education development. In: D. Euler and S. Seufert (Eds.): E-Learning in Universities and Educational Centers. 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): Media didactics: conception and development of media-supported learning opportunities. 4th ed. Munich: Oldenbourg Verlag.
Martsch, M.; Schultz, A. (2015): Developing learning strategies through blended learning in in-company training. In: bwp@ 10/2015 (28(1)), pp. 1-22.
Pachner, A. (2009): Developing and promoting self-directed learning in blended learning environments. Münster: Waxmann Verlag.
University of Paderborn (2012): PINGO introductory video. 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 teaching in a diverse student body. Working Papers of the Ludwigshafen University of Applied Sciences, No. 6. www. hwg-lu.de/arbeitspapiere
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