Blended Learning models
Pete Sharma explores models of Blended Learning
One of the best sessions for me at the recent IATEFL conference (April 2016) was Nicky Hockly’s presentation on Blended Learning for Cambridge University Press. And no, it’s not because Nicky referred to Barney Barrett and my own definition of BL at the start of the session, although I do confess to a gentle frisson of excitement when she showed this slide:
![Definitions of Blended Learning [Nicky Hockly]](https://gallery.mailchimp.com/6f3909e610702976452aa111d/images/28b5a19c-f0b2-48db-acb8-e154466211be.jpg)
Definitions of Blended Learning
It was because she highlighted some models of BL which I was unaware of, unaware because they are from a US context. Here is the relevant slide:
![Models of Blended Learning [Nicky Hockly]](https://gallery.mailchimp.com/6f3909e610702976452aa111d/images/725bc415-0b02-4167-89f1-d70b1fd34ee5.jpg)
Models of Blended Learning
This got me thinking about the different taxonomies used to describe BL models. I’ve done some research, resulting in this article, where I attempt to ‘list a list’, so to speak.
A 2011 attempt to classify these in ‘The Rise of K-12 Blended Learning’ by Heather Staker produced a list of six models with, at different ends of the spectrum, f2f driver and online driver models.
6 models of Blended Learning
Model 1: Face-to-Face Driver
This is essentially a face-to-face course, with only some students asked to do online learning, on a case-by-case basis, perhaps in order to catch-up.
Model 2: Rotation
As the name suggests, students rotate between different workstations, so they are either working online or spending face-to-face time with the teacher.
Model 3: Flex
Here, the online platform delivers most of the course. Teachers are present in order to “provide on-site support on a flexible…. as-needed basis.” This could involve tutoring small group sessions.
Model 4: Online Lab
Here, students actually travel to the lab. The course is delivered online, but within the bricks-and-mortar lab environment. Usually these courses provide online teachers. The adults who supervise the lab are actually helpers, not trained teachers. This model is sometimes used since schools face tight resource budgets; they may not have enough teachers in a particular subject, but can still offer a course using this model
Model 5: Self-Blend
This is where highly-motivated students actually choose to take one (or more!) online courses in addition to their regular f2f classes. They do this at a distance, online.
Model 6: Online Driver
It is easy to work out that here, students are studying online, remotely. They may pop in for a mandatory – or voluntary – face-to-face check-in class. If they don’t check in physically, there is usually online communication with the teacher.
In 2013, this taxonomy is further developed, as in the following diagram.
Blended Learning models
Here, the rotation model is unpacked as follows:
Station Rotation is where students rotate within a contained classroom.
Lab Rotation has students shuffle off to the computer lab.
Flipped classroom: readers will be familiar with the concept of flipping, where input occurs outside the classroom, with practice in the f2f class.
Individual rotation is described as differing from the above three examples of rotation, and involves each student having an individualized playlist.
A La Carte updates the term ‘self-blend’.
The Enriched Virtual model is described as students dividing their time between “attending a brick-and-mortar campus and learning remotely using online delivery”. This sounds like we’ve come full circle back to a classical definition of BL.
These models have emerged from descriptions of the US education system. The 2013 report states: “The taxonomy is still imperfect and will continue to evolve along with the field.” I wholly agree with this sentiment, as I consider BL as a term in a state of flux. This Newsletter aims to keep up with developments in the field.
Sources and further reading
http://www.dreambox.com/blog/6-models-blended-learning
http://www.intelligenthq.com/education/6-models-of-blended-learning/
Is K-12 Blended Learning disruptive? Clayton M. Christenen, Michael B. Horn and Heather Staker
http://www.christenseninstitute.org/wp-content/uploads/2013/05/Is-K-12-Blended-Learning-Disruptive.pdf
Image credits
Images 1 and 2 are photos taken by Pete during Nicky Hockly's 2016 IATEFL Conference presentation.
Image 3 is from The Rise of K–12 Blended Learning by Heather Staker and published by the Innosite Institute
Image 4 is from Is K2 blended learning disruptive? See above for the link to this article.
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Blended Learning in Language teaching – successful pilot course
Many thanks to the twelve participants on our very first tutor-led pilot course on Blended Learning. The 4-week course ran in April-May. We had participants from Venezuela, Mexico, Tunisia and Morocco.
The course ran on the English360 platform, and used Zoom for the four webinars. The feedback we have received has been very positive and we intend to run the course again shortly.
“I really learnt a lot, I feel now more encouraged to bring new things to my students”
(Maria, Venezuela)
“I have enjoyed the course, I have learned a lot. It gave me the opportunity to analyse and think about some changes I can make to my courses”
(Rosa, Mexico)
“I’m so happy for all the training and materials you gave us….you did a great job”
(José, Venezuela)
If you are interested in learning more about this course, please contact
Andy Cowle at andycowle@gmx.com.
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During the recent IATEFL Conference in Birmingham in the UK, Pete was interviewed about teachers making the transition to becoming materials writers and the emergence of Virtual Reality and its potential impact on education.
Watch the video here. |
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In our next Newsletter, we hope to include the first of our guest writer’s contributions and aim to bring you up-to-date on BL developments in the corporate area.
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Do you have a Blended Learning story to tell? We are always happy to consider contributions on this topic. Just mail Pete Sharma with any ideas for inclusion in future Newsletters. predipsharma@gmail.com
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