Phew.\u00a0 That\u2019s a lot of challenges.\u00a0 But we are hoping that within those challenges you can also see benefits peeking out.\u00a0 Some of the benefits we are going to talk about here might already have been mentioned in the discussions.<\/p>\r\n\r\n
For you, for students, for the institution.\u00a0 The obvious benefits are around students (and faculty) not having to come to an in-person class every day, and being able to complete course activities on their own time.\u00a0 But there are flexible benefits for institutions as well, institutions where classroom space is limited.<\/p>\r\n\r\n
Of course, this doesn\u2019t always mean that a component needs to be in-person, although certainly for some kinds of interactions, and for hands-on learning, in-person is ideal.\u00a0 You might consider how to incorporate synchronous online options into your blended teaching as well.<\/p>\r\n\r\n
Sound strange?\u00a0 Not, maybe, as much as it did before COVID.\u00a0 Many faculty we have worked with and spoken to have told us they were surprised at how their students developed some strong ties and community while working completely online.\u00a0 Think of blended as offering options for developing relationships for students preferring to see people in-person, and for students who experience high anxiety when engaging with others, especially in large groups, in-person.\u00a0 While some believe you can\u2019t develop real relationships online, there is plenty of evidence<\/a> to suggest this isn\u2019t true for everyone.<\/p>\r\n\r\n If you are like me (one of your facilitators - can you guess which one?) you can experience dread and anxiety in a classroom when the instructor is asking questions.\u00a0 I need time to process information and reflect on it (and space to breathe) before feeling comfortable blurting out something that could be wrong or embarrassing.\u00a0 In addition, online you can provide students with links to other resources, or collections where they can explore topics of interest to them, beyond the stock information provided in the textbook.<\/p>\r\n\r\n Blended learning gives students options for collaboration.\u00a0 Working online opens a world of Google docs, Wikis, collaborative video creation tools, you name it.\u00a0 And it also allows for new ways of presenting to the class.\u00a0 Don\u2019t want to make students present in-person with PowerPoint?\u00a0 Let them decide - they could present a video in Kaltura, create a WordPress site, write a collaborative paper on Google docs.\u00a0 And they could present online in a Discussion forum where they could facilitate a long-term discussion and bring back a synthesis of said discussion to the in-person class.<\/p>\r\n\r\n It goes without saying, mostly because you have all done this before.\u00a0 Text, images, video, audio, links to other resources, discussions, quizzes, and so much more!<\/p>\r\n\r\n Miss something important you wanted to add to the discussion?\u00a0 Well, you can add it any time if the discussion is online.\u00a0 Someone else make a really good point but you need to think about it before you respond?\u00a0 You can do that online.\u00a0 What is the purpose of discussions in your class?\u00a0 If it\u2019s to give students an opportunity to share their opinions or ideas around a reading or a specific topic there may be no reason to have that happen in-person.<\/p>\r\n\r\n We all know (or have been) that shy person at the back of the room.\u00a0 Anonymity and breathing space opens doors to students who feel intimidated or anxious in the moment.\u00a0 In addition, online options can improve accessibility for students who can review lecture material on their own time, or use the text to speech tools in D2L to hear the course material rather than having to read it.<\/p>\r\n Less attrition and more efficient use of resources. Flexibility is key.<\/p>\r\n\r\n An Introduction to Hybrid Teaching (College of DuPage)<\/a><\/p>\r\nBlended Learning, Open Education Alberta<\/a>\r\n Blended and Online Learning, Vanderbilt University<\/a><\/p>","rendered":" Phew.\u00a0 That\u2019s a lot of challenges.\u00a0 But we are hoping that within those challenges you can also see benefits peeking out.\u00a0 Some of the benefits we are going to talk about here might already have been mentioned in the discussions.<\/p>\n For you, for students, for the institution.\u00a0 The obvious benefits are around students (and faculty) not having to come to an in-person class every day, and being able to complete course activities on their own time.\u00a0 But there are flexible benefits for institutions as well, institutions where classroom space is limited.<\/p>\n Of course, this doesn\u2019t always mean that a component needs to be in-person, although certainly for some kinds of interactions, and for hands-on learning, in-person is ideal.\u00a0 You might consider how to incorporate synchronous online options into your blended teaching as well.<\/p>\n Sound strange?\u00a0 Not, maybe, as much as it did before COVID.\u00a0 Many faculty we have worked with and spoken to have told us they were surprised at how their students developed some strong ties and community while working completely online.\u00a0 Think of blended as offering options for developing relationships for students preferring to see people in-person, and for students who experience high anxiety when engaging with others, especially in large groups, in-person.\u00a0 While some believe you can\u2019t develop real relationships online, there is plenty of evidence<\/a> to suggest this isn\u2019t true for everyone.<\/p>\n If you are like me (one of your facilitators – can you guess which one?) you can experience dread and anxiety in a classroom when the instructor is asking questions.\u00a0 I need time to process information and reflect on it (and space to breathe) before feeling comfortable blurting out something that could be wrong or embarrassing.\u00a0 In addition, online you can provide students with links to other resources, or collections where they can explore topics of interest to them, beyond the stock information provided in the textbook.<\/p>\n Blended learning gives students options for collaboration.\u00a0 Working online opens a world of Google docs, Wikis, collaborative video creation tools, you name it.\u00a0 And it also allows for new ways of presenting to the class.\u00a0 Don\u2019t want to make students present in-person with PowerPoint?\u00a0 Let them decide – they could present a video in Kaltura, create a WordPress site, write a collaborative paper on Google docs.\u00a0 And they could present online in a Discussion forum where they could facilitate a long-term discussion and bring back a synthesis of said discussion to the in-person class.<\/p>\n It goes without saying, mostly because you have all done this before.\u00a0 Text, images, video, audio, links to other resources, discussions, quizzes, and so much more!<\/p>\n Miss something important you wanted to add to the discussion?\u00a0 Well, you can add it any time if the discussion is online.\u00a0 Someone else make a really good point but you need to think about it before you respond?\u00a0 You can do that online.\u00a0 What is the purpose of discussions in your class?\u00a0 If it\u2019s to give students an opportunity to share their opinions or ideas around a reading or a specific topic there may be no reason to have that happen in-person.<\/p>\n We all know (or have been) that shy person at the back of the room.\u00a0 Anonymity and breathing space opens doors to students who feel intimidated or anxious in the moment.\u00a0 In addition, online options can improve accessibility for students who can review lecture material on their own time, or use the text to speech tools in D2L to hear the course material rather than having to read it.<\/p>\n Less attrition and more efficient use of resources. Flexibility is key.<\/p>\n An Introduction to Hybrid Teaching (College of DuPage)<\/a><\/p>\nOnline components can offer independent exploration<\/h2>\r\n
Innovative collaboration<\/h2>\r\n
Multiple viewings\/interactions with material<\/h2>\r\n
Sustained, deep discussions can happen online<\/h2>\r\n
Democratic participation<\/h2>\r\n
References and Optional Resources for Benefits<\/h2>\r\n
Flexibility<\/h2>\n
Having a face-to-face component offers immediate, real-time learning<\/h2>\n
Deeper relationships and stronger community<\/h2>\n
Online components can offer independent exploration<\/h2>\n
Innovative collaboration<\/h2>\n
Multiple viewings\/interactions with material<\/h2>\n
Sustained, deep discussions can happen online<\/h2>\n
Democratic participation<\/h2>\n
References and Optional Resources for Benefits<\/h2>\n