Blended Learning

A blended learning approach also known as hybrid learning engages students to engage with activities outside of their designated class time, which enhances their learning. Newey (2018) suggests that a blended approach to learning incorporates face-to-face and online training methods, therefore increasing engagement and collaboration between the students and enabling a more significant understanding of the assignment, from my personal experience. The flexibility of a blended learning approach is essential for many students, in-particular mature students who may be working and caring for children along their studies. Therefore, providing an additional reach to people who may feel unable to commit to the traditional settings of learning. As well as this, the training can be personalised to them, with the students becoming more centralised to their learning. Blending learning has dramatically grown within the last ten years, with courses offering more online resources and filling them gaps of learning experience and placing the students back in control of their own learning.

Al-Bashir, Kabir, and Rahman (2016) recommend a blended approach, as multiple learning styles can be addressed. This is vital for student success, as everyone learns differently. A blended learning approach to my lessons ensures all students feel engaged with the topic, and it addresses all learning styles of my students. Adopting a blended learning approach encourages the students to self-pace their independent studying, and the use of online activities allows the students to remain active learners in their own time (Ryan, 2001). Thus, why I have adopted this approach to my teaching style. The use of online activities I feel are essential for the students, as they provide the opportunity for the students to share ideas, as well as providing a safe environment for debates on topics. Osho (2018) emphases the importance of using a range of teaching methods as it ensures inclusivity and increases participation rates. Each student has different levels experience, and if the activities are too difficult, this may result in the students losing interest. However, it is essential also to ensure students who have little or no experience do not feel engaged with. Thus, when creating lesson activities, I consider formatting the lessons to cater for all experiences. Therefore, when we review case studies in class, I mix up the class arranging each group with a mixture of different experiences.

Reference list:  

Al-Bashir, M., Kabir, R. and Rahman, I. (2016) The value and effectiveness of feedback in improving students learning and professionalizing teaching in higher education. Journal of Education and Practice. 7(16). Pp. 38 – 41

Newey, M. (2018) The impact of a blended learning approach. [online]. London: E-Learning Industry Available from: https://elearningindustry.com/blended-learning-approach-impact

Ryan, S. (2001). Is online learning right for you? New York: American Agent & Broker, 73(6), 54-58.

Osho, Y.,I. (2018) More than just widening participation. [online]. London: Higher Education Academy. Available at:

https://www.heacademy.ac.uk/blog/more-just-widening-participation