In 2002 Dr Laurie Field interviewed NSW TAFE and ACE teachers about online learning and the role of face to face for the “Blended Learning Exemplars” project. Laurie was looking for exemplars of innovative and effective use of blended learning. This resource is based on his presentation in the Community between April 1 – 11, 2003 titled “Blended Learning – Getting the best mix
Blended learning is attracting a lot of attention lately. Basically you are 'blending' learning when you combine online and non-online learning. The learning elements should combine optimally to provide the best learning experience possible.
Across NSW TAFE and ACE, hundreds of teachers are already introducing online learning into their classes by getting their students to:
- participate in focussed chat sessions between classes
- use the internet to find information
- work through online modules
- liaise with staff and other students by email
- use material on CD-ROMs that accompany textbooks
- use course specific websites containing course notes and answers to common questions
- download resources such as articles and pictures
While many of the teachers I interviewed were confident and capable online exponents, they all tended to advocate a blend of online and face to face delivery rather than pure online.
Part of the reason that face to face is here to stay is a technological one. Over the next few years, the division between students interacting with course materials online, and interacting with each other in a classroom setting, will break down. It will soon be possible for students to see and interact with each other and their teacher online. In other words, all online learning will include a face to face component.
Another reason that face to face delivery is here to stay is that it is the best option for many TAFE and ACE students and subject areas.
The teachers who are already using online approaches have had to discover:
- the best ways to introduce online activities to the group
- how to stop getting swamped by emails
- how to avoid losing control, with your class disappearing into cyberspace
- when to include face to face sessions, and how often.
Find out more with these resources (attached) produced by the Blended Learning Exemplars project:
Booklet 1 – Learning new skills in blending (365 kb)
Ways of developing your skills in blending.
Booklet 2 – Lessons from experience (606 kb)
Suggestions for dealing with the challenges you’ll face when you combine online and face-to-face approaches.
Booklet 3 – The Exemplars (385 kb)
Accounts of blended learning
Booklet 4 – Glossary of terms and courses (180 kb)
The discussion
The discussion during Laurie’s event brought up many ideas, questions and issues including the following:
If blended learning is to be successful it’s important that students have a mindful induction and initial support, as well as upskilling in computing skills and the learning management system.
Students are the ones who determine the success or failure of any learning strategy. Some take to online and some simply don’t. The ones who don’t may have:
- limited web skills
- restricted access to computers or
- not be adequately inducted into using the institution’s online learning system.
One teacher noticed that the students in classes that were taught in a classroom close to the computer lab (or in the computer lab itself) make the transition to blended learning easily. Considering this should we:
- ensure that everyone has equal access to computers and is fully skilled
or
- accept that there will always be such differences in aptitude and need, and make our courses flexible enough to cope.
A mix is the sensible approach. But what mix is appropriate?
Problems for students can include:
- slow internet access
- employment conditions that don't allow enough time to experiment
- the absence of a learning and innovation culture
- lack of skills
- an individual's general uncertainty about getting out of one's depth
- work organisation that does not make it easy and legitimate for people to tutor each other
To tackle these you need to make a three-pronged attack:
- Ensure that the e-library really is a step forward - interesting, beneficial, fun
- maximise incentives to participate - the usual things like enjoyment, recognition, having senior people and students value participation and
- minimise disincentives.
Will there come a time when all teachers have their own website with all their resources etc on it? Prospective students could then 'sniff' around to find a teacher (or facilitator) who appears to have the knowledge, skills and attributes they are looking for.
Learners need a broad range of options to choose from especially when it comes to learning something they’re not especially interested in. Smart training organisations should find out what options learners want.
People learn when they have inspiring 'best practice' models or case studies to try to emulate. But, best practice accounts usually leave out all mention of the political and emotional side of what happened. They represent a very technical, rational view of learning and change, occurring in a political and emotional vacuum.
'Best practice' models are less important than having a supportive, mindful environment where it is OK to have both wins and losses, to reflect on experience, to learn and to move forward.
Maybe one reason some learning initiatives (formal courses or, more generally, self-paced individual and work-based learning) fail is that goal-based learning can be neglected and there is a move to critical questioning too early, without an adequate skill and conceptual base.
In the area of blending, as with so many other aspects of adult, technical and community education, one size definitely does not fit all!
Contributors:
Andrew Bowman, Rose Denton, Rosetta Di Giangregorio, Vivian Evans, Laurie Field, Jan Hatton, Francis Howes, Carole McCulloch, Maret Staron, Robby Weatherley
