The Flexible Learner – Assessment patch

Blended learning

This term is generally applied to learning and teaching that occurs both face-to-face and through an online interface. The majority of the courses on which I teach have this blend of approaches to a greater or lesser degree. The PGDE and MA modules are delivered face-to-face with exemplification of ideas and concepts collated onto the University’s virtual learning environment (VLE) My Dundee or to provide a place to share and store helpful resources; whilst the M.Ed modules use the online environment more extensively, providing opportunities for the students to communicate with each other and their tutor in a collaborative way and to engage in the majority of their learning online.

According to TeachThought (2013, no page) using technology in blended learning should ‘not just supplement, but transform and improve the learning process’. It could therefore be argued that the ‘taught’ Education programmes do not blend learning as technology is used to supplement learning and indeed the M.Ed ‘distance learning’ programmes probably do not fit TeachThought’s definition either in that there is a lack of face-to-face contact, limiting opportunities to develop strong, purposeful communities of learning (K1).

Studies by the U.S. Department of Education (2010) contrasting blended learning with face-to-face instruction have shown blended learning to be more effective. Torrisi-Steele and Drew (2013) identify that whilst some studies did agree with the U.S. Department of Education’s contentions, there were no comprehensive explorations of the reasons for the noted effectiveness; for example, the teaching strategies employed or the quality of resources. The collaborative aspect of working with other students, or with a tutor, was found to be more effective than independent online learning (U.S. Department of Education, 2010).  The above arguments provide a reason for blending learning but not necessarily a clear picture as to whether the effectiveness is in the ‘blend’ of the learning or whether there are other issues at play (K3, V3).

Torrisi-Steele and Drew (2013, p. 378) suggest that blended learning needs to ‘exploit the attributes of technology and face-to-face teaching… to achieve enriched learning experiences or perhaps create better learning experiences not possible through the use of face-to-face teaching or technology alone’ (K4). Whilst their research clearly emphasises how transformational blended learning can be they raise the issue of the ability of staff to use technology to enhance learning and teaching not just supplement it. Hew and Cheung (2014) agree, saying ‘It is not sufficient to merely put course contents on a web site for students to download for a blended-learning course to be successful’ (Hew and Cheung, 2014, p. 5). Torrisi-Steele and Drew (2013) highlight issues surrounding academics having to understand the advantages and disadvantages in utilising these technological tools and the potential need to completely overhaul their teaching strategies and course design to take account of different modes of delivery and assessment – no easy task (K1).

I have already started to integrate aspects of online learning into my learning activities. The next step is to structure this learning to provide meaningful, integrated activities which use technology for a purpose rather than just a fancy way of collecting information or sharing course content (A1). In considering key activity 3 (see Appendix 4), the use of technology has to also incorporate students taking an active role in their own learning and being co-creators of it.