Could Blended be Better?
Horror was expressed in the media when various universities including Cambridge, Manchester and Glasgow all announced that they would betaking some of their teaching and learning online for the next academic year. Online learning was decried as a poor substitute for face to face teaching and calls were made for a reduction in student fees in light of this diminution in the standards of teaching.
However, many universities had actually stated that they would be taking a Blended Learning approach to teaching and learning this year, utilising available technological tools to provide academically rigorous education.
Not to be confused with distance learning in which students study independently, blended learning involves strategic combination of different modes of delivery to support student learning. “Blended learning represents for many a potential best of both worlds educational model, one that might draw on the most effective aspects of face to face (F2F) and online instruction” (Snart, 2010, p2).
So what are the “most effective” aspects of these two modes of learning?
Face to face is physical experience. Students have mentally prepared (to some extent) by arriving at the session. For some these sessions may be obligatory ensuring students complete the course of study. Students receive instantaneous feedback and interaction is key, leading to the building of a learning community. Staff can ‘read the room’and use body language to ascertain when students are struggling.
For online instruction they key benefit is flexibility. Students can work in a time and place that suits them rather then being dictated to by timetabling constraints. The benefit of flexibility continues to the pace of learning. How often have we sat in a mixed ability class with some students not being challenged sufficiently as the rest of the group struggles to keep up? Students can study at their own pace. They can revisit key concepts should they need to without frustrating other students who wish to move on.
With all these benefits to be realised is it not possible that a Blended Learning approach could improve the student experience?
Reference
Snart, J.A., 2010. Hybrid learning : the perils and promise of blending online and face-to-face instruction in higher education, Santa Barbara, Calif.: Praeger.
An event to discuss blended learning approaches
The British Accounting and Finance Association Accounting Education group is bringing together those interested in accounting education to share their own experiences of blended learning, ask questions of colleagues and ‘steal’ some good ideas for the new academic year.
This online session will take place on Thursday 3 September 2020 at 9–10:30am UK time. To sign up for the session please contact beth.picton@durham.ac.uk and you will be sent joining instructions.
