Blended learning: A Different Perspective

  As the term blended learning suggest, it refers to the utilization of various learning modes that would allow students to achieve desired learning outcome. I would like to look at the word blended in its perspective. When I see the word blended, I think of a blender. A blender can be used to mixed most liquid and solid stuff together. If you’ve ever tried making a smoothie, you’d recalled, adding one portion of milk or water to two sets of fruits will not yield the best mixture. Depending upon the consistency that you’re looking to achieve, that will determine how much liquid and solid you put in. Ideally, what you’d want is a mixture of appropriate fruits and liquid to get the best result. Too much fruits will either yield too much water or distort the entire taste while too much oats, nuts, pumpkin seed or granola will provide too thick of a consistency. So there must be a balance between the liquid, fruits and the dry ingredients.  

This same concept of blending to make a smoothie can also be applied to blended course designs. Online technology tool such as Social medias, screen casting, YouTube, eLearning platforms Blogger and others, all have a role to play in this digital age of learning. It is important that learning is made fun but it is even more important that the learning process is formidable. This is what the use of online learning can bring to the table when blended with face to face learning. However, it is essential that the right quantity and quality of these tools are used to facilitate the best possible learning outcome. It is important to decipher what would best suit the organization.

 

In this instance, face to face learning designs can be characterized as the solid parts of the mixture; whilst, the different online/technology tools would be characterized as the liquid part. With the solid particle, there will be some fruits that can yield much water. In like manner, they are different face to face methods that can be used to facilitate learning and provide an effective learning outcome as online. They may be group discussion, case scenarios or even problem-based learning. The water is somewhat flexible, depending upon the solid content that’s how it will be added. Similarly, different online/technology tools can be used in a classroom environment to enhance the learning process. However, crowding all the different online tools in to a course or not having a variety of tools is recipe for disaster. Therefore, knowing what works and how beneficial they are will guide in developing a well-balanced and age appropriate blended design course. To better understand how these various tools can be used in a learning environment, we must have a knowledge of what they have to offer.

Looking at a few online/technology tools

This is probably one of the most popular online platforms that has be utilized to facilitate the teaching and learning process. When preparing YouTube videos, it takes a great deal of research on the presenter’s behalf to actually simplify and present a topic. As such, students can then be able to gather a condense portion of information within a short video, that is captivating and comprehending without the need of searching for the information themselves. Also, it enhances students’ attention and provides a better learning experience in the form of multimedia learning¹. On the other hand, should teachers utilize this platform to create educational videos, which would help them to becomes much more versatile. They will be meeting a larger community of learners and will have to utilize their critical thinking skills and creativity to ensure the content portrayed properly; thus ensuring the Social and Teaching presence. Moreover, their understanding of the given content becomes robust and there is a better chance of the teacher delivering clear and concise information in a stimulating manner².

Often times Blogger, Facebook, Twitter and other social media forum can be considered as a non-educational platform only, where persons would share their life stories and secular events in the form of pictures and posts. The percentage of persons using these technologies is increasing at an alarming rate in the 21^st century³. Therefore, it is imperative that educators garner all the possible benefits from these platforms to make learning creative and collaborative. Having students use these platforms to share their knowledge with the world helps them to become ever more formidable on the topic and it opens the avenue for someone else to learn from them. Additionally, students’ participation in research grows and they have a better appreciation for it.  

Finally, evidence shows that the use of online course designs in curriculum are growing at an exponential rate and it has almost become a must that they are utilized to facilitate learning⁴. One of the reason for this is because it facilitate a learning environment that is equal to or even better that the face to face one⁵. Moreover, social media platform allow educators to be available as a resource person to students almost 24/7. It facilitates interaction among students so that they don't feel as thought they are alone in the learning process. These two points highlights then need for teachers Cognitive and Social presence. The hallmark of the education system is to ensure that the information students receive are comprehend and translated into practice. The utilization of these different technology/online tools can bridge the gap between knowledge and practice. 

References

1.        David L. Cognitive Theory of Multimedia Learning (Mayer). Learn Theor  [Internet]. 2015 [cited 2019 Jun 25]; Available from: https://www.learning-theories.com/cognitive-theory-of-multimedia-learning-mayer.html

2.        Catapano J. Technology in the Classroom: Using YouTube [Internet]. Teach Hub: 2018 [cited 2019 Jul 9]. Available from: https://www.teachhub.com/technology-classroom-using-youtube

3.        Anonymous. Number of social media users worldwide 2010-2021 [Internet]. Statista. 2019 [cited 2019 Jul 9]. Available from: https://www.statista.com/statistics/278414/number-of-worldwide-social-network-users/

4.        Smith B, Brame C. Blended and Online Learning | Center for Teaching [Internet]. Vanderbilt University. 2013 [cited 2019 Jul 9]. Available from: https://cft.vanderbilt.edu/guides-sub-pages/blended-and-online-learning/

5.        Means B, Toyama Y, Murphy R, Marianne B, Jones K. Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies [Internet]. 2010. Available from: https://www2.ed.gov/rschstat/eval/tech/evidence-based-practices/finalreport.pdf