#407 – The Power of Blended Learning

#407 — The Power of Blended Learning

AVID Open Access
10 min

Transcript

The following transcript was automatically generated from the podcast audio by generative artificial intelligence.  Because of the automated nature of the process, this transcript may include unintended transcription and mechanical errors.

Paul Beckermann 0:01 Welcome to Tech Talk for Teachers. I’m your host, Paul Beckermann.

Transition Music with Rena’s Children 0:05 Check it out. Check it out. Check it out. Check it out.

Paul Beckermann 0:16 The topic of today’s episode is the power of blended learning. Blended learning is not new. Ever since technology has been introduced into the classroom, teachers have experimented with blending online and offline experiences together for improved student performance. With the introduction of one-to-one computer programs at school, blended learning got a huge boost. Rather than being a cumbersome event where teachers had to schedule computer lab time and then physically move students to another space, technology was now available whenever it was needed. This meant tech-infused learning could be integrated seamlessly into the daily flow of a lesson. Then came COVID. On one hand, the pandemic and remote learning accelerated one-to-one learning programs across the country almost overnight. Students were learning from home, and they usually had anytime access to a computer of some sort.

This was a big change, and while it forced teachers and students to quickly upskill themselves in all things tech, there was very little time to learn how to use this new access effectively. In many cases, it became survival mode, and all too often, this led to some negative experiences. When students returned to face-to-face classrooms, they seemed to be on their phones more, and many teachers were eager to ditch the technology and get back to the human elements of teaching. Ironically, even though students and staff were more skilled with technology than ever before, there was a move toward less intentional technology use and therefore less blended learning. I’d argue that in many ways, the pendulum had swung too far toward technology during the pandemic and then perhaps too far away from it after returning to face-to-face classrooms. Therefore, in the next several episodes, I want to revisit blended learning and explore the sweet spot in the middle of those pendulum swings.

First, let’s review what exactly is blended learning. At its core, blended learning is learning that takes place partially in a face-to-face brick and mortar setting, and partially in a virtual, online setting. Blended learning leans on the idea that both face-to-face and online learning offer significant benefits and advantages, and that the blended learning teacher will draw upon the best practices and advantages of each option. Some teachers have facilitated blended learning entirely within their face-to-face classroom environment. Schools and districts have used forms of blended learning to supplement face-to-face classes with online classes as a way to offer students additional course options. Teachers in remote learning classrooms took key elements of blended learning and applied them to their remote learning environments. Entire schools have embraced a hybrid system of learning, where some days are face-to-face and others are online.

In each of these examples, educators have applied the four key elements of blended learning to their own unique situations. Here are those four elements that need to be included for it to be a truly blended learning experience. Number one, face-to-face instruction or learning. For part of the learning, students and teachers need to be in the same physical space where learning happens, primarily offline. This doesn’t mean students can’t be engaged with tech at all. They could be referencing a digital textbook or taking notes, but the main engagement should be offline, with a strong human-to-human interaction taking place. Number two, digital or online instruction. To be blended, part of the experience also needs to be facilitated primarily through an online or digital channel. This could be facilitated through a video, digital text, or an interactive website, or perhaps through AI.

Some teachers have flipped lessons requiring students to learn content independently online, and then followed that up with a face-to-face lesson, either the same day or the next day. Other times, teachers have integrated the online learning component into a station in the classroom. As in this case, students often complete the online components within the face-to-face classroom. Number three, an integration of face-to-face and online learning work. While sometimes overlooked, this is a really important part of the equation. For blended learning to really work, the face-to-face and online parts of the lesson need to work together. One should build on the other and thus strengthen the overall learning. For instance, a student might participate in a flipped lesson where they watch a video to learn content. Then after watching the video, the students might apply the skills learned in the video lesson with other students in a face-to-face environment.

Sometimes it works the other way around, where teachers need to guide students more personally through a learning experience that then sets up the online work. In either case, if the two parts are not tied together, then learning really isn’t blended. Number four, student control of pace, place, path, and/or time of their learning. Part of what makes blended learning powerful and effective is that some degree of control over the learning gets transferred from the teacher to the student. Students become more empowered, and they own their learning more. Specifically, students need to control one or more of the following four elements of learning.

The first one is pace. Students move through content at the pace that is best for them. This doesn’t mean that there’s no due date, but it does mean that students have flexibility for how long they spend on certain content. Students who are advanced don’t need to wait for others, and students who need a little more time can take it. Varied pace can be a great way to differentiate in a blended learning classroom.

The next choice is place. Students decide where they will complete their lessons. When students are not in a physical classroom, they can complete their work anywhere that they have access to the internet. Even inside a traditional classroom, teachers can allow students to choose the place within the classroom where they learn best. This is where flexible seating can be a really powerful option for students.

The next choice area is path. This might be the most empowering component of the four. Students choose how they will learn the content. This may take a bit more planning on the teacher’s part, but it can allow students to truly learn in a way that works best for them. Sometimes this means working alone, and other times with a partner. In other cases, it means choosing the medium for the content: text, video, audio, or something else still. Other times, it may allow students to develop their own path via the inquiry process. One popular method for differentiating this path is to offer a choice board where students need to choose one learning activity from each column of the board. This ensures that they complete the necessary components of the lesson, while also giving them choice.

The fourth element is time. Students can decide when they will complete their lessons. Again, this does not mean that there are no deadlines, but it does mean that students can choose when to do their work in the timeframe outlined, as long as they finish by the due date. For instance, a teacher might assign five learning tasks to be completed during the week. However, students may choose which day of the week to work on which item. They have flexibility as long as they get everything done by the end of the week.

While this flexibility is empowering, we also need to remember that this may be a new skill for some students, and because of that, we should help them learn how to set goals and develop personal schedules before releasing them to too much freedom. Scaffolding is really important, and it can be a great way to help students develop valuable life skills like time management. Blended learning means finding that sweet spot in the pendulum between all tech and no tech. It means leveraging the benefits of both online and offline and strategically designing learning experiences that maximize each learning opportunity.

If done well, there are many benefits. Students will be empowered with more control over pace, place, path, and time. They’ll have greater ownership over their learning. Learning has the potential to be more personalized. Students might receive more timely feedback. It can free teachers up to work one-on-one with students. And it can help students gain life skills and become more empowered learners. There’s time for tech and there’s time to put tech aside. When we are thoughtful about how we use each of these learning environments, we can maximize student achievement and accelerate learning.

During the next several weeks, I’m going to dig deeper into each of the main blended learning models: whole group, rotation, station rotation, flipped learning, playlists, and hybrid courses. I’ll share tips and strategies for each so you can decide which options are best for you and your students. To learn more about today’s topic and explore other free resources,

Paul Beckermann 12:08 Visit avidopenaccess.org. Specifically, I encourage you to check out the article collection, explore blended learning strategies. And of course, be sure to join Rena, Winston, and me every Wednesday for our full-length podcast, Unpacking Education, where we’re joined by exceptional guests and explore education topics that are important to you. Thanks for listening. Take care and thanks for all you do. You make a difference.