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As adult educators, we have all developed, to varying degrees, our own philosophy of practice to help guide our work. For many of us, these core principles reach all the way back to John Dewey’s progressive education model, emphasizing hands-on, collaborative learning, flexible models that can respond to the changing needs of students and society, and the importance of incorporating student experiences and interests. As we add blended learning to our teaching practice, it may be helpful to consider core principles in relation to this mode of education. To that end, here are some ideas for us to consider.
Extension
Students benefit from a broad array of teaching modes. Through the use of both in-person and online learning activities, the learning space is extended, offering both teachers and students a larger toolbox to support the course learning outcomes and the learning needs of individual students. In course design, the educator is no longer limited by either the online or the in-person environments but can use both as their creative mind allows. The diverse needs of students can be accommodated as specific content can be delivered and engaged with in multiple ways.
Consolidation
Students benefit from opportunities to consolidate knowledge. The blended learning environment can strengthen consolidation through the use of both in-person and online strategies, giving students the chance to think and think again. Through the complementary use of methods including lectures, online discussions, videos, student presentations, and guided reflections, students can access material multiple times, strengthening their knowledge, and finding personal, relevant meaning.
Active Learning
Learning is most effective when it is active. Using the blended learning environment to increase and democratize active learning opportunities can improve student engagement and success. With the tools of both online and face-to-face teaching, courses can be designed for a broader variety of student participation and can create more room for all students to participate in multiple ways, deepening the learning. Students can take on more responsibility for their experience while instructors can better monitor and support student engagement.
Synchronization
Online and in-person activities are most effective when there is a rhythm and clear connection between them. When students experience a lesson as moving seamlessly between modalities, students are better able to settle into the environment and engage in the challenges of learning. Students, for example, may complete a course reading, engage in an active online discussion related to the reading, and participate in a face-to-face class in which the instructor summarizes the discussion, answers questions, and highlights key concepts.
Equity, Diversity, Inclusion
Considering equity, diversity, and inclusion (EDI) in course design is necessary to ensure student success. The extended learning space of a blended format offers facilitators an expanded array of tools to plan for the diversity of students and to create a learning environment that is inclusive and accommodating. However, in order to ensure this, we need to consider a number of questions, including: Are online activities planned in a way that accounts for students with poor Wi-Fi access? Are documents in a format that is accessible for screen-readers? Are captions of audio and video recordings clear? Can course expectations accommodate the variety of personal challenges students may face over the course of a semester? Are there a variety of ways, both online and in person, for students to engage with course material and with each other? Answering these questions can be arduous, but well worth the time!
Feedback
Ongoing, formative feedback is critical to effective course design. When we offer feedback to students and/or create opportunities for self-reflection and peer feedback, students can reflect on and improve their performance. When we create opportunities for students to provide feedback to us, and when we ensure the feedback loop is closed (acknowledged, discussed, and responded to), we can adjust our practice to meet immediate needs and demonstrate, for the students, the value of receiving and acting on feedback. The blended learning environment offers multiple ways to provide and collect feedback, including online surveys, discussion boards, and synchronous online or face-to-face activities.
An Example
In our courses, we have students completing online work and activities before coming to class. The online activities include personal reflections, online class discussions, watching videos or reading articles. The online work has several different purposes. For example, personal reflections deepen their understanding of themselves in relation to the work they will be doing in the field, while online discussion postings expand and open them to new perspectives on a topic. At other times, online work ensures that they have done the work to engage in the in-class discussion. For example, when we deal with the Stress Vulnerability Model, our students are asked to briefly summarize the model online and watch a video on stress. We then debrief their significant learnings in group discussions. In this way, the blended format structures the students’ engagement and holds them accountable. It also allows us to get to know the students on a more personal level and to monitor their ongoing engagement with the program and their class. It is difficult to achieve all of this when just lecturing.
Michelle Bass, Camosun Instructor, Mental Health and Addictions Program
