Scribd
Upload
877 views

6 Blended Learning Models

This document describes 6 models of blended learning: 1) Face-to-face driver model uses online learning to supplement classroom instruction delivered by a physical teacher. 2) Rotation model alternates between online and face-to-face learning on a fixed schedule. 3) Flex model provides most content online but offers flexible in-person support. 4) Online lab model delivers entire courses online in a school computer lab with supervision. 5) Self-blend model involves students taking some courses online to supplement their school's catalog. 6) Online driver model delivers all content online with optional face-to-face check-ins.

Uploaded by

Teguh Budiarto
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
877 views

6 Blended Learning Models

This document describes 6 models of blended learning: 1) Face-to-face driver model uses online learning to supplement classroom instruction delivered by a physical teacher. 2) Rotation model alternates between online and face-to-face learning on a fixed schedule. 3) Flex model provides most content online but offers flexible in-person support. 4) Online lab model delivers entire courses online in a school computer lab with supervision. 5) Self-blend model involves students taking some courses online to supplement their school's catalog. 6) Online driver model delivers all content online with optional face-to-face check-ins.

Uploaded by

Teguh Budiarto
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
You are on page 1/ 2

6 Models of Blended Learning

Model
Face-to-Face Driver

Rotation

Flex

Online Lab

Self-Blend

Online Driver

Definitions
These programs that retain face-to-face teachers to
deliver most of their curricula. The physical teacher
deploys online learning on a case-by-case basis to
supplement or remediate, often in the back of the
classroom or in a technology lab.

Within a given course, students rotate on a fixed


schedule between learning online in a one-to-one, selfpaced environment and sitting in a classroom with a
traditional face-to-face teacher. This model falls
between the traditional face-to-face classroom and the
online learning environment because it involves a split
between the two and, in some cases, between remote
and onsite. The face-to-face teacher usually oversees
the online work.
This model features an online platform that delivers
most of the curricula. Teachers provide on-site support
on a flexible and adaptive as-needed basis through inperson tutoring sessions and small group sessions.
Many drop out recovery and credit-recovery blended
programs fit into this model.

Local and Nations School Examples


Districts in Idaho using the math program
Apangea for students struggling in math
would be an example of this.
Idaho districts that utilize IDLAs blended
learning program.
Woodland Park Colorado School District
Big Picture Learning
High Tech High
Carpe Diem Collegiate High
Empower Academy
School of One

Seen in alternative and credit recovery


programs in Idaho schools.
San Francisco Flex Academy
Miami Dade (iPrep Academy)

In this setting, institutions rely on an online platform to


deliver the entire course but in a brick-and-mortar lab
environment. Usually these programs provide online
teachers. Paraprofessionals supervise, but offer little
content expertise. Often students that participate in an
online-lab program also take traditional courses and
have typical block schedules.

This is a common model in rural Idaho


districts, where students may be in lab
during one of the periods of the day taking
an online course from IDLA, while a
paraprofessional supervisor.

Any time students choose to take one or more courses


online to supplement their traditional schools catalog
they fall into this model. The learning online is always
remote, which distinguishes it from the online-lab
model. However, the traditional learning is in a brickand-mortar school. All supplemental online schools that
offer a la carte courses to individual students facilitate
self-blending.

Self-blend is a typical model in Idaho today.


Students may take online courses to capture
credits, to get ahead, or because the course
is simply not offered at the local school.

An online driver is an online platform with teachers


who deliver all curricula. Students work remotely for
the most part. Face-to-face check-ins are sometimes
optional and other times required. Some of these
programs offer brick and-mortar components as well,
such as extracurricular activities.

This is typical model in the virtual charter


school environment, where students are
taking most, if not all, of their courses
online.

Metropolitan Nashville Public Schools


Riverside Unified School District

Schools utilizing Idaho Digital Learning


Academy courses
Florida Virtual School
Jesuit Virtual Academy

EPGY Online High School


Northern Humboldt Union High School

Model
Face-to-Face Driver

Case studies of a program that typifies this model


Leadership Public Schools allows Hispanic students
who are struggling to learn English to sit at computer in
the back of the classroom and catch up with the
traditional class at their own pace by using an online
textbook that provides Spanish-English translations.

Videos
Videos:
The Flipped Classroom
http://www.youtube.com/watch?v=2H4Rkud
Fzlc&NR=1&feature=fvwp

Rotation

Class periods at Carpe Diem Collegiate High School are


55-minutes long. For each course, students spend one
period in an online-learning room for concept
introduction and one period in a traditional classroom
for application and reinforcement. They complete two
to three rotations per day.

Videos:
What does Blended Learning Look Like?
http://www.onlineprogramhowto.org/decisio
n...ning-look-like/

Flex

Each of AdvancePath Academics dropout-recovery


academies features a computer lab, where students
spend most of their time learning online. However,
face-to-face, certified teachers also call the student into
an offline reading and writing zone or small-group
instruction area for flexible, as-needed help.

Videos:
School of One
http://www.youtube.com/watch?v=HSTrI6nj
5xU
AdvancePath Academics, Inc.
http://www.youtube.com/watch?v=QdUkjERi
JXI

Online Lab

Faced with a teacher shortage, Miami-Dade County


Public Schools turned to Florida Virtual Schools Virtual
Learning Labs for help. Students complete courses
online at their traditional school under adult
supervision, but with no face-to-face instruction.

Videos:
Florida Virtual Schools Virtual Learning labs
http://www.youtube.com/watch?v=2piI7NYZ
mSk
Schoolcraft High School (Michigan Virtual)
http://www.youtube.com/watch?v=pVNCeFz
N6B8

Self-Blend

Alison Johnson, an eleventh grader in Detroit.


Michigan, self blends by completing a Michigan Virtual
School AP Computer Science course in the evenings
after she gets home from her traditional high school,
which does not offer this course.

Case Studies

Online Driver

Students at Albuquerque Public Schools eCADMEY


meet with a face-to-face teacher at the beginning of
the course. If they maintain at least a C grade, they are
free to complete the rest of the course remotely and
through an online learning management system. Some
students choose to use the onsite computer labs rather
than working at an alternate location.

Resource modified from: www.innosightinstitute.org- The Rise of K12 Blended Learning. 2011

You might also like