22 Challenges of Blended Learning

As you have noticed from your own thoughts and the discussions so far, there are many challenges with moving to blended teaching/learning.  Here are some challenges from your facilitators’ points of view, which you may or may not have discussed already.

Technology

Specifically, access to adequate technology, supported technology, access to training to use technology, access to additional tools to support the use of technology (like screen readers, specialized hardware, etc.)   When deciding to teach blended, you should have a clear idea of what tools are supported by your institution (and where to go to get help) and how to use them. Instructional designers will tell you to think about the pedagogy, about your course goals and learning outcomes, first.  Then find the right tool to support the task.  If you aren’t sure, talk to a colleague or an instructional designer in eLearning.  If you are using a tool that is not supported at the institution, beware of technical problems, but also beware of privacy implications for your students.  See the Privacy considerations for online teaching Libguide for information about the kinds of things to keep in mind when adopting tools.

Institutional or organizational barriers

First, check with your Chair or Dean to ensure you have their support to develop and teach a blended course.  It takes a lot of time to create, so you want to be sure you will actually be able to teach it.  Who are your students?  If they work and have families, they may be looking for flexible options, but ask them what they want. Some students will prefer in-person learning because it can be easier to commit to.  Some students will prefer completely online learning because they can make it fit better into their schedules.

Choosing the best delivery method for the outcome/task

This can be tricky because blending a course is not exactly the same as flipping a course, although there are some elements in common.  Sometimes, too, we can end up giving students more work in a blended course than they would have had for an in-person course.  Always keep your learning outcomes in mind, as that will help support you in deciding which components will work best in person and which will work well online.  For example, while readings and watching videos in advance of an in-person discussion is a good example of blended or flipping, discussions don’t always have to be held in person.  If you want to give students time to read and reflect on course material or a case study, etc. before beginning a discussion, put that discussion online.  Then bring them back together to synthesize the material as a larger group.

Coordinating the online and in-person elements

When blending a course, sometimes it’s tempting to think of the in-person component as completely separate from the online component.  We would suggest that you try as much as you can to clearly connect them so that students use an online activity to prepare for an in-person activity, which then in turn prepares them to engage in the next online activity.  Otherwise students may begin to think they are taking two separate classes.