blended learning, ECI 834, eci834, instructional strategies, learning styles, modes of instruction, modes of learning
Blended learning, instruction, styles, systems?
I recently stumbled onto a new term to be used interchangeably with blended or hybrid learning: mixed-mode learning (or distributed learning). More educational buzz words, yay! However, when I first saw the term “mixed-mode”, I thought: that sounds a lot like “modes of instruction”. Although I’ve read about modes of instruction for blended classrooms (and, in practice, plan to center these modes around student needs), I failed to specifically connect student modes of learning to student learning styles. I alluded to this association last week, but I just wasn’t full grasping it. Modes of learning are just students’ different preferred means/styles to learn, made possible through different modes of instruction, but these modes of instruction are not necessarily instructional strategies. But these modes of instruction can be made possible through the use of a LMS (or VLE… or CMS) or what I could call blended systems/environments. Most of which make use of certain instructional strategies.
A “Frustrated with Definitions” Activity
If you’re confused at all, here’s a fill-in-the-blank activity. I put hints for help and I’ll give you a word bank.
_________ _______ (use any of four different terms that mean the same thing) is a mixture of _____ __ __________ combining elements from a ____________ ____________ and a(n) __________ ____________ (compare an old classroom with a “new” classroom), one of which borrows pedagogy from a __________ ___________ model, where the delivery of lecture and homework are reversed. This can help account for different ____________ _________ (use either of two terms that pertain to diversity of learners). Using different __________ ___________ (or _______ ___ _________) is considered easier in a _________ _______ (use any of four different terms that mean the same thing, but use the same one as above to avoid confusion) because it allows for _________-______ ________ (or _______-________ _________), especially when utilizing a ___ (use any of three different terms that all basically mean: an online program that facilitates instruction and information distribution). Students may then create artifacts for ____________ of their learning (the words aren’t necessarily the same, but both can be applied).
Word bank: distributed learning, mixed-mode learning, hybrid learning, blended learning, traditional classroom, flipped classroom, online classroom, modes of instruction, instructional strategies, modes of learning, student needs, learning styles, inquiry-based learning, self-directed learning, project-based learning, CMS, VLE, LMS, assessment, evaluation
Does it make sense?
Bear with me.
If the mode of learning targeted was reading using a reading assignment as the mode of instruction, and the content was specifically fact-based, I would argue that would also be direct instruction (learning style). However, a reading that poses questions to the reader or connects the reading to other resources to further extend learning, could potentially be indirect instruction but the mode of learning (and by extension, mode of instruction) was still reading.
Still not sure? Below is a video that highlights what exactly blended learning involves, including how it looks different from classroom to classroom.
So what’s the point of clarifying blended learning; subsequently and seemingly trying to confuse you?
As positive as I tend to be, the reality is there are barriers to blended learning, and these barriers extend beyond terminology. So what are the barriers to blended learning? Not just for educators, but for students as well.
Like any new implementation, educators need two things: time and money.
Time to learn how to deliver blended learning in your classroom, as well as time for the accumulation and assessment of available blended learning tools (whether it’s presentation programs, editing/animation software, assessment apps, or learning management systems).
Money to actually make these tools available to educators on staff and in the division, as well as money to pay for the time teachers spend preparing.
Just because the educators are prepared for this, doesn’t necessarily mean that the students are as well. Mostly, they need support. How do educators provide this (assuming the above are provided)? Guidance and patience.
Students will need to be told how learning will occur in and out of the classroom, including the emphasis this style may place on their role in directing their own learning.
Students may be fresh to this style, so educators must provide them with time and opportunities to develop the skills to be successful in your particular blended learning classroom.
Making it happen
So with these barriers in mind, what are others tips to make it happen or drive blended learning? See below!
There will always be barriers to any style of learning. As educators, our first barrier is better understanding what exactly blended learning is and how it connects to what we already know, as most of it draws many parallels to previous pedagogy. However, it’s important to note that these barriers are not only limited to the educator and the student, but also the division, curriculum, and parents. Being aware of these barriers allows us to plan for potential or anticipated problems and implement our blended classrooms as best as we can for our learners.
Do you agree? Disagree? Is my definition of blended learning consistent with what you know? Have you felt my pain of not knowing exactly what all these educational terminologies are?
Have a great break everyone!
– Logan Petlak