05 July 2021

The term blended learning has a wide range of meanings, and the most common definition involves the use of online learning combined with face-to-face experiences. The main goal of blended learning is to provide students with unified learning environments in which they have some control over the time, place, and pace of their learning (Bonk & Graham, 2005).

At the VU Polytechnic, blended learning strategy was implemented in 2017. Almost all courses offered today, have an online component in VU Collaborate (Brightspace), learning management system. Since blended learning does not follow a single model, some of the courses use the online component for content or lecture delivery and the classroom for active learning activities (also known as flipped classroom), while others use face to face time for lectures and the online component for discussions, assessments, and other learning activities.

The main affordances of blending synchronous and asynchronous learning are:  

Flexibility and accessibility - It was noted that students appreciate the ability to study at a time and place that suited them, to study at their own pace while accommodating their busy lives (Welker & Berardino, 2005). In the past access to course resources was restricted by class and privilege. Ubiquitous learning makes it easier for students to access the learning content from any device, online or offline, anywhere, and anytime (Ogata et al. 2009). Pre-populating VU Collaborate spaces with the content, learning activities and assessments allows continuous learning and accommodates student needs at all times.

Differentiation – Differentiation refers to process of tailoring instructions to meet the needs of all students (Tomlinson, 1999). Providing a rich mixture of learning opportunities enhance the engagement of learners. Blended learning makes implementation of The Universal Design for Learning framework possible. Content development through learning management platform allows for combination of text, videos, images, website links and H5P learning objects. 

Collaboration – Blanding synchronous and asynchronous learning enables students to be together and apart, to be connected to their community anytime and anywhere, without being time, place or situation bounded (Garrison & Kanuka,2004). While some students cherish collaborating in the classroom, others benefit from the anonymity of their contributions through posts, chat, or discussion forum. Vu Collaborate supports use of 3rd party video conferencing tools that enable synchronous interactions when face-to-face delivery is not available.

Blended learning not only transforms the student experience, but it also improves student learning outcome. Some teachers reported that students write better papers, produce higher quality projects, and engage in more meaningful discussions.

However, blended courses require a degree of self-motivation and independent learning which can be challenging when dealing with adult learners who had only experienced traditional face-to face formats (MacDonald, 2008). Students who lack self-regulation (e.g. time-management), motivation, commitment or familiarity with technology require additional teacher intervention and support for online learning. With this context, it is essential to understand student preferences before implementing a blended model as they may vary by age, cultural background, degree type, learning style, and subject matter.