Blended Learning
Publication date: 18 Sep 2024
This document is a part of QAA Scotland's Active Blended Learning Resource Hub, explaining the advantages of blended learning.
| Author: | QAA Scotland |
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| Size: | 0.23 MB |
In this section, Professor Simon Thomson, Professor of Hybrid Learning at the University of Manchester, introduces his work on 'conscious modality'. He believes thinking 'more deeply and purposefully' about the different approaches implemented within active blended learning will improve the learning environment.
If all learning is potentially blended, we need more precise ways of talking about different elements and what they contribute to student learning and engagement.Jisc 2023
2.1 Deciding about different approaches in active blended learning
Professor Thomson explores the value of different approaches to learning and teaching: online, face-to-face, blended and hybrid. He believes that with a deeper understanding of the value of each, educators can make more ‘conscious’ decisions about why they are selecting each, and when and how it is best to deploy in the blend to support active learning.
His Subject, Pedagogy and Modality (SPaM) Framework is intended to support educators with this more conscious approach. Inevitably, this links to the benefits and challenges of each approach.
More information is available in this blog post and video.
Clare Killen from Jisc emphasises that preferences for different approaches are very nuanced:
With regard to preferences for face-to-face, online, or blended learning, our research shows the situation is much more nuanced and that, while some prefer face-to-face, others for various reasons do not. When looking at actual and preferred locations for teaching and learning, our data from the 2022/23 digital experience insights surveys for higher education and further education students and learners shows that while on-campus teaching is the most preferred option, there is more of an appetite for a mix than is currently provided and this shift increases when asked about how students prefer to learn as opposed to be taught (Jisc digital experience insights surveys 2022/23). Post COVID-19, I feel there has been a new recognition and appreciation of the value and additional flexibility that digital technologies can offer, and that even those who have a preference for face-to-face learning do not want to lose these enhancements when embedded in a considered and appropriate way.
2.2 A snapshot of research into different approaches to learning and teaching
In this section we have provided a snapshot of research into two approaches: blended learning and hybrid learning.
Blended learning has become very popular in tertiary education and here we explore some of the benefits and challenges drawing upon a range of research. Researchers discuss the potential improvements in some learner outcomes, but also the challenges for learners such as motivation.
Blended Learning
Publication date: 18 Sep 2024
Hybrid learning is an emerging form of blended learning where on-campus and remote students simultaneously attend learning activities. Each class session is offered in-person and synchronously online, with opportunities for educators and learners to see each other in real time. Research is still embryonic, but this is proving to be a challenging learning space.
Hybrid Learning or Blended Synchronous Learning
Publication date: 18 Sep 2024
When implementing an active blended learning approach, it is important to consciously plan for this mode and not simply apply the same approach to all modes. Educause (2023) states that decision-makers need more 'sophisticated' discussions around learning approaches, exploring which are more appropriate according to the mode, enabling learners to flourish and achieve in an active blended learning environment. Section 3 of this Resource Hub offers an overview of different approaches, tools, frameworks and models to inform the conscious planning and design of active blended learning, helping inform those 'sophisticated' collegiate discussions within programme and course teams.