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Principles of good practice in blended learning

Principles of good practice in blended learning

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<strong>Pr<strong>in</strong>ciples</strong> <strong>of</strong> <strong>good</strong> <strong>practice</strong> <strong>in</strong><br />

<strong>blended</strong> learn<strong>in</strong>g<br />

Dr. Gawie Schlebusch<br />

&<br />

Marita Oosthuizen<br />

Vista University<br />

South Africa


Structure <strong>of</strong> this highly<br />

<strong>in</strong>teractive session<br />

v<br />

v<br />

v<br />

v<br />

Brief overview <strong>of</strong> the eight pr<strong>in</strong>ciples <strong>of</strong><br />

<strong>good</strong> <strong>practice</strong> <strong>in</strong> teach<strong>in</strong>g<br />

Groups discuss how pr<strong>in</strong>ciples can be<br />

implemented <strong>in</strong> <strong>blended</strong> learn<strong>in</strong>g<br />

Feedback and discussions from<br />

groups<br />

Roundup


Ingredients for Blend<strong>in</strong>g:<br />

Ingredients for Blend<strong>in</strong>g:<br />

Today’s Learn<strong>in</strong>g Choices<br />

Today’s Learn<strong>in</strong>g Choices<br />

Video<br />

Conferenc<strong>in</strong>g<br />

Broadcast<br />

Documents<br />

Physical<br />

Classroom<br />

Peer Support,<br />

Communities<br />

Virtual<br />

Classroom<br />

Record<strong>in</strong>gs<br />

Web<br />

Sem<strong>in</strong>ar<br />

CBT/WBT<br />

Simulations


1. Encourage student-faculty<br />

contact and <strong>in</strong>teraction<br />

Frequent student-faculty contact<br />

is the most important factor <strong>in</strong><br />

student motivation, <strong>in</strong>tellectual<br />

commitment and personal<br />

development.


Examples to improve student-<br />

faculty <strong>in</strong>teraction<br />

v<br />

v<br />

v<br />

Inform students <strong>of</strong> your expected email<br />

and voicemail response time (e.g. with<strong>in</strong><br />

24 hrs, twice a week, etc.)<br />

Outl<strong>in</strong>e the protocol for email, voicemail,<br />

or other modes <strong>of</strong> communication<br />

Establish virtual <strong>of</strong>fice hours: times when<br />

you are available for onl<strong>in</strong>e chats, phone<br />

calls, or email <strong>in</strong>teraction


2. Encourage student<br />

cooperation<br />

Learn<strong>in</strong>g is enhanced by cooperative<br />

learn<strong>in</strong>g that is characterized by<br />

v <strong>in</strong>teraction<br />

v personal responsibility<br />

v collaborative skills<br />

v group process<strong>in</strong>g


Examples <strong>of</strong> implement<strong>in</strong>g<br />

student cooperation<br />

Use techniques for foster<strong>in</strong>g student cooperation:<br />

v peer reviews<br />

v chats<br />

v bullet<strong>in</strong> boards<br />

v discussion forums<br />

v group projects<br />

v study groups<br />

v team learn<strong>in</strong>g


3. Encourage active learn<strong>in</strong>g<br />

To maximize learn<strong>in</strong>g, students must<br />

v <strong>in</strong>teract with the material<br />

v write about it<br />

v relate it to past experiences and<br />

v <strong>in</strong>corporate what they are learn<strong>in</strong>g<br />

<strong>in</strong>to their world view


Examples <strong>of</strong> implement<strong>in</strong>g active<br />

learn<strong>in</strong>g<br />

v<br />

v<br />

v<br />

Ask students to provide and critique<br />

web-sites that enhance learn<strong>in</strong>g<br />

Pose discussion questions that<br />

foster critical th<strong>in</strong>k<strong>in</strong>g and problem<br />

solv<strong>in</strong>g<br />

Use open-ended question to<br />

encourage extended and widerang<strong>in</strong>g<br />

on-l<strong>in</strong>e dialog


4. Give prompt feedback<br />

Faculty plays a key role <strong>in</strong> help<strong>in</strong>g<br />

students to assess their knowledge<br />

and competence – to help them<br />

understand what they know


Examples <strong>of</strong> implement<strong>in</strong>g<br />

prompt feedback<br />

v<br />

Return tests, papers,<br />

assignments, etc. with<strong>in</strong> one<br />

week<br />

v<br />

v<br />

Post grades regularly<br />

Acknowledge all student<br />

questions


5. Emphasize time on task<br />

Efficient learn<strong>in</strong>g takes place<br />

when time is used effectively and<br />

actively


Examples to emphasize time-on<br />

on-<br />

task<br />

vProvide an orientation session<br />

which <strong>in</strong>dicates total time students<br />

should expect to expend each<br />

week<br />

vProvide learn<strong>in</strong>g objectives for<br />

each module/lesson/chapter<br />

vIndicate time-on-task for each task


6. Communicate high<br />

expectations<br />

The self-fulfill<strong>in</strong>g prophecy is a<br />

powerful factor. A teacher who<br />

holds high expectations for his/her<br />

students will have students who<br />

perform well


Examples <strong>of</strong> communicat<strong>in</strong>g high<br />

expectations<br />

v Include course goals, performance objectives,<br />

grad<strong>in</strong>g and evaluation criteria and examples <strong>of</strong><br />

<strong>good</strong> student work <strong>in</strong> the material<br />

v Clearly state your expectation regard<strong>in</strong>g<br />

quality, quantity, depth, breadth and frequency<br />

<strong>of</strong> discussion participation<br />

v Post outstand<strong>in</strong>g, average and poor student<br />

work on the course web-site


7. Respect diverse talents and<br />

ways <strong>of</strong> learn<strong>in</strong>g<br />

v Help<strong>in</strong>g a student to recognize<br />

his own learn<strong>in</strong>g style can<br />

improve learn<strong>in</strong>g<br />

v Recogniz<strong>in</strong>g the learn<strong>in</strong>g styles<br />

<strong>of</strong> others can <strong>in</strong>crease a<br />

student’s repertoire <strong>of</strong> learn<strong>in</strong>g<br />

strategies


Examples <strong>of</strong> respect<strong>in</strong>g diverse<br />

learn<strong>in</strong>g styles and creativity<br />

v Design more than one method <strong>of</strong><br />

learn<strong>in</strong>g for students<br />

v Design more than one method <strong>of</strong><br />

assessment and demonstration <strong>of</strong><br />

student achievement<br />

v Understand and allow for different<br />

pac<strong>in</strong>g


8. Make effective use <strong>of</strong> the<br />

technology<br />

One technology does not fit all.<br />

Use technology that fits the needs<br />

<strong>of</strong> your students, your <strong>in</strong>stitution<br />

or organisation and your discipl<strong>in</strong>e


Don’t just blend for the sake <strong>of</strong><br />

blend<strong>in</strong>g – create the right blend


Examples <strong>of</strong> ways to make<br />

effective use <strong>of</strong> technology<br />

v Do not select technology simply because it<br />

is new or flashy<br />

v Use technology and resources that are<br />

appropriate for your discipl<strong>in</strong>e<br />

v When select<strong>in</strong>g technology, keep the prior<br />

knowledge <strong>of</strong> your students <strong>in</strong> m<strong>in</strong>d – if<br />

necessary, have a Unit Zero <strong>in</strong>troduc<strong>in</strong>g<br />

students to us<strong>in</strong>g the technology


Conclusion<br />

When the seven pr<strong>in</strong>ciples <strong>of</strong> <strong>good</strong> <strong>practice</strong> were<br />

identified <strong>in</strong> 1984, much <strong>of</strong> today’s modern<br />

technology did not even exist – neither did the<br />

concept <strong>of</strong> <strong>blended</strong> learn<strong>in</strong>g. Yet, <strong>blended</strong> learn<strong>in</strong>g<br />

conforms so easily to these age-old pr<strong>in</strong>ciples, that<br />

one can only come to the conclusion that it has to<br />

be one <strong>of</strong> the most ideal teach<strong>in</strong>g methodologies <strong>of</strong><br />

all times. The challenge to the educators <strong>of</strong> this day<br />

and age, is to implement it <strong>in</strong> such a way that we<br />

create vibrant, engag<strong>in</strong>g communities <strong>of</strong> learners.


How will you contribute towards<br />

creat<strong>in</strong>g this treasure

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