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Blended Learning Is An Approach To Education That Combines Online Educational

Blended learning combines online and in-person learning. The document describes several models of blended learning that have been implemented in school districts: - Lab Rotation: Students rotate between locations including an online lab on a fixed schedule to focus on a specific subject. - À La Carte: Students take one or more courses entirely online in addition to regular in-person courses. - Flex Model: Most learning takes place online at school or home, with teachers providing in-person support as needed through individualized instruction, tutoring, lessons, or project-based learning. - Enriched Virtual: Students attend a blended learning facility a few days a week and learn remotely using online content for the rest

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260 views

Blended Learning Is An Approach To Education That Combines Online Educational

Blended learning combines online and in-person learning. The document describes several models of blended learning that have been implemented in school districts: - Lab Rotation: Students rotate between locations including an online lab on a fixed schedule to focus on a specific subject. - À La Carte: Students take one or more courses entirely online in addition to regular in-person courses. - Flex Model: Most learning takes place online at school or home, with teachers providing in-person support as needed through individualized instruction, tutoring, lessons, or project-based learning. - Enriched Virtual: Students attend a blended learning facility a few days a week and learn remotely using online content for the rest

Uploaded by

Manny De Mesa
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© © All Rights Reserved
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Download as DOCX, PDF, TXT or read online on Scribd
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Blended learning is an approach to education that combines online educational

materials and opportunities for interaction online with traditional place-based classroom
methods. It requires the physical presence of both teacher and student, with some
elements of student control over time, place, path, or pace.

We’ve helped our school district partners implement a variety of blended learning
models, including:

Lab Rotation

Students rotate on a fixed schedule or at the teacher’s discretion among locations on


campus, one of which is an online lab, to focus on a specific course or subject.

À La Carte

Students take one or more courses entirely online, either on campus or offsite, in
addition to taking courses during the regular school day.

Flex Model

The majority of student learning takes place online, either at a school facility or at home.
Teachers provide face-to-face support as needed in a flexible environment. This
instruction can range from differentiated instruction and tutoring delivered one-to-one, to
a lesson delivered to a whole group of students, to project-based learning.

Enriched Virtual

In these full-time virtual programs, students divide their time between attending a
blended learning facility at a brick-and-mortar school for a few days a week, and
learning remotely using online content.

Flipped Classroom

Students rotate between face-to-face teacher-guided practice or project-based learning


on campus during the standard school day and online delivery of content and instruction
of the same subject from a remote location—often at home—after school. The primary
delivery of content and instruction is online with students applying what they have
learned while they are in the traditional classroom. In class time with the teacher is
spent engaging in discussion around the subject matter as well as participating in
simulations and collaborative activities.
Find The Model That Works For You: 12 Types
Of Blended Learning
by TeachThought Staff
Blended Learning is not so much an innovation as it is a natural by-product of the digital
domain creeping into physical spaces.
Broadly speaking, blended learning just means a mix of learning online and face-to-face,
which means it’s likely your students are already doing some form of blended learning, and
have for years.

As digital and social media become more and more prevalent in the life of learners, it was
only a matter of time before learning became ‘blended’ by necessity.

6 Types Of Blended Learning You’ve Probably


Heard Of
1. Station Rotation Blended Learning
Station-Rotation blended learning is a: “…model (that) allows students to rotate through
stations on a fixed schedule, where at least one of the stations is an online learning station.
This model is most common in elementary schools because teachers are already familiar
rotating in “centers” or stations.”

Similar to: Lab Rotation blended learning


Primarily characterized by: the fixed schedule that guides the ‘blending’

2. Lab Rotation Blended Learning


‘The Lab Rotation’ model of blended learning, similar to “Station Rotation,’ works by
“allow(ing) students to rotate through stations on a fixed schedule…in a dedicated
computer lab allow(ing) for flexible scheduling arrangements with teachers…enabl(ing)
schools to make use of existing computer labs.”

Similar to: Station Rotation blended learning


Primarily characterized by: the use school computer labs in new ways

3. Remote Blended Learning (also referred to


asEnriched Virtual)
In Enriched Virtual blended learning, the student’s focus is on completing online
coursework while only meeting with the teacher intermittently/as-needed.
This approach differs from the Flipped Classroom model in the balance of online to face-to-
face instructional time. In an Enriched Virtual blended learning model, students wouldn’t
see/work with/learning from a teacher on a daily basis face-to-face but would in a ‘flipped’
setting.

Similar to: A mix of Self-Directed, Flex blended learning, Flipped Classroom


Primarily characterized by: students completely coursework remotely and independently.

4. Flex Blended Learning


The ‘Flex’ is included in types of Blended Learning and its model is one in which… “a course
or subject in which online learning is the backbone of student learning, even if it directs
students to offline activities at times.

Students move on an individually customized, fluid schedule among learning modalities.


The teacher of record is on-site, and students learn mostly on the brick-and-mortar
campus, except for any homework assignments. The teacher of record or other adults
provide face-to-face support on a flexible and adaptive as-needed basis through activities
such as small-group instruction, group projects, and individual tutoring.”

Similar to: Remote blended learning, Inside-Out blended learning


Primarily characterized by: its versatility to meet the needs of a variety of formal and
informal learning processes (schools, organizations, homeschooling, etc.)

5. The ‘Flipped Classroom’ Blended Learning


Perhaps the most widely known version of blended learning, a ‘Flipped Classroom’ is one
where students are introduced to content at home, and practice working through it at
school supported by a teacher and/or peers. In this way, traditional roles for each space are
‘flipped.’

Similar to: Remote blended learning


Primarily characterized by: the retention of traditional learning forms in new contexts (i.e.,
studying at school and learning at home)

6. Individual Rotation Blended Learning


The Individual Rotation model allows students to rotate through stations, but on individual
schedules set by a teacher or software algorithm. Unlike other rotation models, students do
not necessarily rotate to every station; they rotate only to the activities scheduled on their
playlists.”

Similar to: Mastery-Based blended learning


Primarily characterized by: the personalization of student learning as determined by
individual schedules that have the chance to better meet the needs of each student
6 Types Of Blended Learning You Probably
Haven’t Heard Of
7. Project-Based Blended Learning
Blended Project-Based Learning is a model in which the student uses both online
learning—either in the form of courses or self-directed access—and face-to-face
instruction and collaboration to design, iterate, and publish project-based learning
assignments, products, and related artifacts.

Similar to: Self-Directed blended learning, Outside-In blended learning


Primarily characterized by: the use of online resources to support project-based learning

8. Self-Directed Blended Learning


In Self-Directed blended learning, students use a combination of online and face-to-face
learning to guide their own personalzed inquiry, achieve formal learning goals, connect
with mentors physically and digitally, etc. As the learning is self-directed, the roles of
‘online learning’ and physical teachers change, and there are no formal online courses to
complete.

In Self-Directed blended learning, one challenge for teachers is to be able to judge the and
(somehow) success of the learning experience without de-authenticating it.

For students, the challenge is to seek out models of products, processes, and potential that
can provide the kind of spark that can sustain learning while being self-aware enough to
know what’s working and why, and to make adjustments accordingly. Some students need
very little to soar, while others need support through very clear pathways that they can
guide themselves through with autonomy and self-criticism.

Similar to: Inside-Out blending learning, Project-Based blended learning


Primarily characterized by: the exchange of traditional academic work for student-
centered inquiry

9. Inside-Out Blended Learning


In Inside-Out blended learning, experiences are planned to ‘finish’ or ‘end up’ beyond the
physical classroom, but still require and benefit from the unique advantages of both
physical and digital spaces.

In both the Outside-In and Inside-Out models, the nature of the ‘online learning’ is less
critical than the focus on platforms, spaces, people, and opportunity beyond the school
walls. (The ‘online’ components could be self-directed inquiry and/or formal eLearning
courses and curriculum.)
Because the learning pattern is ‘outward,’ Project-Based blended learning is an excellent
example of the Inside-Out model.

As with Outside-In blended learning, there is a need for expert guidance, learning feedback,
content teaching, and psychological and moral support from face-to-face interactions on a
daily basis.

Well-designed, each of the three ‘areas’ plays to its strengths and complements the other
two.

Similar to: Outside-In blended learning, Blended Project-Based Learning


Primarily characterized by: student movement between digital and physical spaces

10. Outside-In Blended Learning


In Outside-In blended learning, experiences are planned to ‘start’ in the non-academic
physical and digital environments students use on a daily basis, but finish inside a
classroom.

This could mean traditional letter grades and assessments forms, or less traditional
teaching and learning that simply uses the classroom as a ‘closed-circuit’ publishing
‘platform’—a safe space to share, be creative, collaborate, and give and receive feedback
that grows student work.

Well-designed, each of the three ‘areas’ plays to its strengths and complements the other
two. While the pattern is Outside-In, unlike Remote blended learning there is still a need
for guidance, teaching, and support from face-to-face interactions on a daily basis.

Similar to: Inside-Out blended learning


Primarily characterized by: student movement between digital and physical spaces; the
potential authenticity of student work

11. Supplemental Blended Learning


In this model, students complete either entirely online work to supplement their day-to-
day face-to-face learning, or entirely face-to-face learning experiences to supplement the
learning gained in online courses and activities.

The big idea here is supplementing—critical learning objectives are met entirely in one
space while the ‘opposite’ space provides the student with specific supplementing
experiences that the other did not or could not provide.
12. Mastery-Based Blended Learning
Students rotate between online and face-to-face learning (activities, assessments, projects,
etc.) based on the completion mastery-based learning objectives.
Assessment design is crucial in any mastery-based learning experience; the ability to use
face-to-face and digital assessment tools is either powerful or ‘complicated’ depending on
the mindset of the learning designer.

*Sources include TeachThought, the Christensen Instituteand blendedlearning.org

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