Blended learning is a hot topic, since the post-covid world might force us to use more blended classes, where some students are present physically and others virtually (=remotely). Blended learning also means that internet tools, such as Kahoot, are applied in the classroom – which can then also be utilised by remotely participating students, so it is not only the participation that is blended but also the tools in a physical classroom can be virtual and vice versa.
One of the main benefits of blended learning is taking into account different learning styles and timetables of students. Some students get more out of classroom education, while others prefer attending remotely, especially due to the fact that they can replay difficult parts afterwards or increase the volume for example. However, in reality, the blended setting presents practical challenges. If students in the classroom engage in discussion with the teacher, they do not have microphones (e.g. in a class of 150 people) and thus remote learners will be cut out of the conversation.
The biggest challenge in blended learning is the same is in remote learning: teaching support. Teachers are quite isolated in the planning, development and implementation phases of blended and remote classes. Many resources are available at the University level and anywhere online – some could even say too many. There is no clear “best practice” as of yet that could be compared to using a blackboard to write mathematical formulas. Of course one can use a digital whiteboard just as well, but there are so many software and hardware options of doing that compared to the blackboard and chalk.
Personally, I have to admit that I like the flexibility and personalised learning aspect of blended learning but not the simultaneous face-to-face and remote teaching scenario as much. The individual ways of working should be supported with tools which are useful in face-to-face learning and remote learning. However, I fear that teachers do not have the resources to take into account the remote learners in a blended learning setting as much as the face-to-face classroom students. In my opinion, remote learners trade learning quality for flexibility in a blended learning setting.
Firstly I am impressed to find another fan of the Will it blend? films from a few years ago. Loved how he carefully destroyed things like iPads and iPhones and smiled all the time.
As for blended learning it’s complex. We need to learn to blend not only classroom and online but also blending synchronous and asynchronous, the use of different media, different pedagogies as well as paying attention to accessibility and inclusion issues. Hybrid teaching is the term for synchronous classroom and online sessions as you describe. To do this well you need multiple screens, microphones and cameras in the room and this means handling all the technology as well as teaching – a tough job for any teacher. Maybe we can avoid all this by not having so many synchronous classes and instead focus on group work.
Thank you Alastair for clarifying the difference between the terms blended and hybrid learning! Let’s continue blending things with smiles on our faces!