Blended Learning Design: Combining Online and In-Person Instruction
The practice of integrating online and in-person training, known as blended learning, has gained popularity recently. This strategy enables facilitators to offer the advantages of both online and in-person training, resulting in a more adaptable and fun learning environment. But creating an effective mixed learning environment needs significant thought and planning. We will examine some guidelines and best practices for creating successful blended learning experiences in this article.
Finding the learning objectives and goals is one of the first steps in building a blended learning experience. This will assist you in deciding which course materials should be presented online and which should be presented in person. For instance, in-person training may be more suited for group discussions and hands-on activities, whereas online instruction may be better suited for material delivery and knowledge acquisition.
The online component’s design is yet another crucial factor. Online training needs to be interesting and participatory in order to be successful. This can be done in a number of ways, such as through interactive exercises, multimedia content, and social learning activities. It’s also crucial to make sure that all learners, regardless of their technological skills or preferred learning method, can access the online component.
The demands of the learners must be considered while planning the in-person portion of a blended learning experience. This can entail offering chances for group discussion, practical exercises, and tailored feedback. Also, it is crucial to make sure that the offline component complements the online component rather than replacing it. For instance, if an idea was introduced online, the in-person component should give learners the chance to apply it in a real-world setting.
Another important aspect of blended learning design is assessment. The assessment should measure both the online and in-person components of the course and should be in line with the learning objectives and aims. Moreover, assessments should be made to let learners know how they are doing and to spot any areas where they could need more help.
The effectiveness of the integrated learning experience should also be assessed. A number of techniques, such as surveys, focus groups, and performance statistics, can be used to do this. You can find areas for improvement and improve your approach in subsequent courses by analysing the success of the blended learning experience.
In conclusion, thoughtful planning and consideration are necessary for creating a successful mixed learning experience. Educators can design a flexible and engaging learning experience that caters to the needs of all learners by identifying learning objectives and goals, designing engaging online and in-person components, offering opportunities for assessment and feedback, and evaluating the effectiveness of the experience.
References:
Garrison, D. R., & Vaughan, N. D. (2008). Blended learning in higher education: Framework, principles, and guidelines. John Wiley & Sons.
Graham, C. R. (2013). Emerging practice and research in blended learning. In Handbook of distance education (pp. 333-350). Routledge.
Morrison, G. R. (2013). Designing effective instruction. John Wiley & Sons.