There are a few other points worth noting.
- Expect students to push the boundaries
Experience over many years has shown that there will usually be at least one student (and sometimes many students) who will “push the boundaries.” These are students who will work through the learning materials at a rapid pace.
These are the students who are eager to learn and who already have significant background knowledge. They expect materials to be ready when they are and will, just by their pace of learning, place pressure on a teacher whose course is not complete.
- Expect to be very busy in class
A blended learning class may raise the engagement and learning levels of students, but it does not diminish the role of the teacher; the teacher is still a key player in the learning process. However, the part played by the teacher may change.
- Clearly articulate the model and reasons for moving to blended learning to the students
This is vital, and should be done before embarking on a blended learning journey. Students need to know why the change is being made and how the course is now structured. The shift to blended learning can be daunting, as the student is now expected to learn in a different fashion, and to be much more involved.
A student who is used to having information provided by the teacher, and who is used to a more passive learning role, may suffer “withdrawal” and may need time to adjust. This should be planned for, and strategies should be put in place to support students through this transition phase.
- Clearly articulate the model and reasons for moving to blended learning to the parents
This is also vital. The information provided to students should also be provided to parents. Parents should also be aware that blended learning isn’t just about academics. It is also about their child developing more resilience, self-motivation, autonomy and personal responsibility.
These life skills are vital and they complement academic success. The journey to achieving these skills and attitudes may have some “painful” moments, and a child may need to be supported through this.
Conclusion
The blended learning classroom is different to the traditional classroom, and the strategies of the past need to be modified. Teachers need to be aware of this, and need to plan accordingly.
Peter West is Director of eLearning at Saint Stephen’s College in Australia. He has over 15 years’ experience leading K12 schools in technology enhanced education, particularly blended learning using online learning environments. He can be contacted at pwest@ssc.qld.edu.au.
- The traditional classroom works so why change it? - February 23, 2017
- Are outdated computers reverting students to a prehistoric era? - November 17, 2016
- Blended learning and the paradox of the experienced teacher - September 30, 2014