Typically, blended courses or
technology-enhanced courses have a technology component, but the face-to-face
classes meet according to the traditional schedule without reducing time in the
classroom. Technology is used to complement traditional classroom learning. On
the other hand, an active blended learning environment supports the “development
of subject knowledge and understanding, independent learning, and digital
fluency (Power & Cole, 2017, p.668). In this article, I discuss two uses of active blended learning, a student-centered approach to teaching and learning.
Instructors at the University of Northampton overcame barriers to student engagement by using an active blended learning approach to facilitate the teaching and learning of a clinical skill. Modifications to the traditional face-to-face course involved the use of video-assisted technology, embedded into an online learning unit. The videos showed skill performances in real-time with dialogue through small segments. Students watched a short video clip of the skill and selected the next step from a variety of options. Through a four-stage approach, the face-to-face teaching component was practical and collaborative with clear links to the interactive e-learning units. Learning was therefore multidimensional, therefore, aligning positively and effectively with the principles of active blended learning (Power & Cole, 2017). To name a few:
- A student-centered and synergistic learning environment.
- Rich dialog and student interaction with the instructor.
- Integration and interconnection of the asynchronous and in-person components of the course.
- A move from traditional lecture-based delivery with a course redesign.
- Incorporation of active learning into the blended learning environment.
- Moving students from passive objects of learning to active constructors of their learning.
In a second example, educators at Queen’s University
converted a large lecture class to an active blended learning class by using
blended learning to achieve active learning in an introductory geography class.
The course was taught and innovated eight times between 2010 and 2017. The
active blended learning course was the result of teamwork with colleagues
beyond the academic unit. Instructional designers pushed for shorter lectures
and revisions to assignments and rubric design. Course development in the
learning management system, student-response systems, video-recording and
editing technologies, a variety of peer review technologies, and automated quiz
and exam design combined to contributed to changes in the course. The active blended learning environment was
all about student learning on multiple levels and in many ways for “an
immensely rewarding experience” (Godlewska et al., 2019, p 111).
- Collaborations with information designers, instructional designers, librarians, teaching assistants, and students played a critical role in designing the course.
- Students took responsibly for their learning with the instructor in a supporting role.
- Scaffolding active learning exercises lead to better integration of the course content, activities, and assessments.
- The large class was broken into smaller group-work-focused sessions and lectures and lecturing happened online.
- Technological and pedagogical improvements enhanced the instructors’ presence and facilitated student engagement.
In summary, active blended learning is an effective way of creating and sustaining student engagement. The separate components of a course are actively blended by the instructor to provide a richer and more engaging learning environment. This effective, student-centered technique represents a positive move from passive blended learning.
References:
Godlewska,
A., Beyer, W., Whetstone, S., Schaefli, L., Rose, J., Talan, B.,
Kamin-Patterson, S., Lamb, C., & Forcione, M. (2019). Converting a large
lecture class to an active blended learning class: Why, how, and what we
learned. Journal of Geography in Higher Education, 43(1), 96–115.
doi:10.1080/03098265.2019.1570090
Power, A., & Cole, M. (2017). Active blended learning for clinical skills acquisition: innovation to meet professional expectations. British Journal of Midwifery, 25(10), 668–670. doi:10.12968/bjom.2017.25.10.668.
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Cite this blog: Washington, G. (2021, June 30). Teaching in the Hybrid Environment [Blog post]. Retrieved from https://pedagogybeforetechnology.blogspot.com/
Photo by Tim Mossholder on Unsplash
