Blended learning programs may incorporate real-time virtual/collaboration software, self-paced Web-based courses, and knowledge management systems. Blended learning combines classrooms, live e-learning, and self-paced learning. This includes instructor-led training, synchronous online conferencing or training, asynchronous self-paced study, and organized on-the-job training from an experienced worker or mentor.
Blended Learning combines delivery modes, educational approaches, and learning styles in an interactive, relevant setting. Blended Learning courses mix online, and classroom learning to increase student learning and solve institutional concerns. Blended Learning combines face-to-face and online methodologies and technology.
Blended learning mixes online material delivery with classroom interaction and live instruction to customize learning, facilitate reflection, and differentiate training across a varied set of learners. Blended learning gives students and teachers flexibility. Integrating virtual and real environments helps instructors and students to become learners, but this is most successful with institutional support through professional learning and course reform.
Researchers define “blending” and “mixing” differently depending on application. Blended learning uses a mix of face-to-face and online technology. Blended learning isn’t limited to using online tactics (discussion forums, mail, material presentation, etc.) to assist face-to-face learning. Blended learning, a teaching design technique, should be developed deliberately for an institution, program, or course. Blended learning students exhibit favorable attitudes towards e-learning over face-to-face learning and higher test marks. Many studies compare F2F and blended learning’s effects on student learning.
In Bernard (2014) meta-study of blended learning in higher education, blended students performed somewhat better than regular classroom students. Other research contradicts the prevalent belief that blended learning improves student success. Adams, Randall, and Traustadóttir (2015) found that hybrid microbiology students performed worse than F2F students. Fewer contact with the subject or isolation from less class attendance might lower hybrid students’ achievement. Blended learning combines learning environments to provide an effective and efficient learning experience.
History shows that educational subjects have varied with the times. Once, children were taught to memorize facts and statistics for success. Essentialist education was effective for its time. Essentialist education generated graduates who could enter a career, where knowing ‘how’ was more important than knowing ‘why’ This is not to suggest that all essentialist-educated students were bound to enter a factory or blue-collar setting, but that this was the economic reality for which they were prepared.
By: Amidea C. Salvia|Teacher III| Sta. Rita Elementary School|Olongapo City
