BLENDED LEARNING VIDEO

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Benefits of Blended Learning

3.0 Benefits of Blended Learning At first glance, this popularity seems intuitive because blended learning courses allow students and faculty to take advantage of much of the flexibility and convenience of an online course while retaining the benefits of the face-to-face classroom experience. Eventhough fully online learning has become well established in higher education, many institutions appear to be struggling with conceptualizing and implementing blended learning. Yet, where blended learning courses have succeeded, they have most often done so when strategically aligned with an institution’s mission and goals. The development and delivery of blended learning courses can be used to address a variety of institutional, faculty, and student needs. Such as, 👐  For universities, blended courses can be part of a strategy to compensate for limited classroom           space, as well as a way to think differently about encouraging faculty collaboration. ...
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Blended Learning Models

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2.0 Blended Learning Models Blended Learning is classified into six models which are : Face-to-Face Driver 👉  Face-to-face teachers deliver most of the curriculum. A physical teacher employs online         learning in a technology lab or the back of the classroom to supplement. Online Lab 👉  An online platform delivers the entire course, but in a brick-and-mortar location. Often,         students who participate in an online lab program also take traditional courses.  Rotation 👉  Within a given course, students rotate on a fixed schedule between self-paced online          learning and setting in a classroom with a face-to-face teacher. Self Blend 👉  Students choose to take remote online courses to supplement their school's traditional         curriculum. This model of blended learning is extremely popular among high school...
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Definition of Blended Learning

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Blended Learning 1.0 Definition of Blended Learning Blended learning is a portion of the traditional face-to-face instruction is replaced by web-based online learning. McGee and Reis (2012) point out that while there is not absolute agreement within higher education on the exact make-up of a blended course, institutions generally use “blended” (or related terms) to refer to some combination of on-campus class meeting and online activities. McGee and Reis (2012) observe that in blended learning quite often “the process of design is emphasized as one of re-design, implying that those involved in the design process are willing and able to see beyond what has been done in the traditional classroom and re-conceptualize what can be done in multiple delivery modes”. 
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