Teaching and Learning in Blended and Online Environments

Teaching and Learning in Blended and Online Environments

START

Objectives

Objective 1

Objective 2

Objective 3

Describe the characteristics, benefits, challenges, and integration strategies of blended learning models for relevant instructional situations.

Describe the characteristics, benefits, challenges, and integration strategies of online learning models for relevant instructional situations.

Identify tools, strategies, and procedures to teach and build an online course

Objective 1

Describe the characteristics, benefits, challenges, and integration strategies of BLENDED LEARNING MODELS for relevant instructional situations

Objective 1: Blended Learning

What is Blended Learning?

Blended learning is learning that offers opportunities for students to blend online learning and face-to-face learning.

Objective 1: Blended Learning

There are 7 Models of Blended Learning

1. Station rotation
2. Lab rotation
3. Individual rotation
4. Flipped classroom
5. Flex
6. A` la carte
7. Enriched virtual

• Physical location of online learning
• Amount of online instruction/learning
• Presence of the teacher during online learning
• Schedule of online learning

Models vary by...

Objective 1: Blended Learning Models

03

02

01

Station Rotation

Lab Rotation

Individual Rotation

Students rotate through all the stations (at least one of which includes online learning activities) in a classroom on a fixed schedule.

Students go to a computer lab for the online learning portion of the rotation on a fixed schedule.

Provides students with an individualized rotation schedule determined by the teacher

04

05

06

Flipped Classroom

Flex Model

A La Cart Model

Students complete the online learning rotation off the school site, typically as homework outside of class time

Online learning is the main learning modality for students, but the learning occurs in a face-to-face setting with a teacher present to help, oversee projects, or lead discussions.

Students take a fully online course with an online teacher along with their other face-to-face courses at a brick-and-mortar educational setting or off-site.

07

Enriched Virtual Model

Students learn predominantly through fully online coursework but also may have required face-to-face, rich content learning experiences with a teacher.

Objective 1: Blended Learning

Benefits

• Blended learning maximizes class time for active learning, student-centered learning, and student-centered learning
• Students learned to self-regulate their learning and behaviors and become more analytical and more interested in content.
• Learners can be active, relational, inquiry oriented, and empowered
• Provides for personalization, differentiation, and individualization

Objective 1: Blended Learning

Challenges

• Poor academic performance
• High student–teacher ratios
• High withdrawal and low graduation rates
• Uncertain funding
• Unclear family expectations
• Widening social justice issues

Objective 1: Blended Learning

Teacher Challenges

• Lack of technology skills and access
• Lack of openness to instructional change
• Poor pedagogy becomes poor blended learning
• Resources and time for blended learning

Objective 1: Blended Learning

Classroom Integration Strategies

• Flexible learning environments with scaffolding that support student agency
• Support for student self-regulation
• Frequent formative assessment
• Provide content in multiple formats and places
• Learning culture shift
• Moving students’ to active, social involvement
• Social interaction and the feeling of being present
• Intentional and connected online and offline content
• Clear goals
• Sound instructional practices
• Professional educators and lifelong learning

Objective 2

Describe the characteristics, benefits, challenges, and integration strategies of online learning models for relevant instructional situations.

Objective 2: Online Learning

What is Online Learning?

Online learning is a form of distance education, in which students take courses that are taught fully online by an online instructor who is physically distant from the student, and the students have some or complete control over the time, place, path, and pace of learning.

Objective 2: Online Learning

Models of Online Learning

1. The noninteractive, asynchronous online model
2. The interactive, asynchronous online model
3. The interactive, synchronous online model
4. The interactive, asynchronous + synchronous online model

• Amount of interactivity
• Synchrony
• Available resources

Models vary by...

Objective 2: Online Learning Models

Models of Online + Blended Learning

1. Online/in-person “hybrid” model
2. Staggered “hybrid” model
3. Gapped “hybrid” model
4. Alternating “hybrid” models

Models of Virtual Schools

1. Single-district virtual schools
2. Full-time online charter schools
3. Multidistrict, fully online schools
4. Consortia
5. State-supported online schools
6. Private/independent schools
7. University online high schools
8. Blended/hybrid schools

Objective 2: Online Learning

Benefits

• Path to credit recovery and graduation
• Bridge to advanced or elective coursework
• Cost-effectiveness
• Student agency in learning
• Learning continuity during emergencies
• A school alternative when none other exist
• Safer schooling

Objective 2: Online Learning

Challenges

• Poor academic performance
• High student–teacher ratios
• High withdrawal and low graduation rates
• Uncertain funding
• Unclear family expectations
• Widening social justice issues - enrolling fewer students of color, in poverty, with special education needs, and who are learning the English language

Objective 2: Online Learning

Integration Strategies

• Assess students’ Readiness for Online Learning
• Only typing ability and reading rate/recall were correlated with completion
• Give students choices
• Assess computer competency
• Assess attitude towards subject matter
• Help online learners believe they can control events that affect them

Objective 3

Identify tools, strategies, and procedures to teach and build an online courses

Objective 3: Resources

Tools

• Learning Management Systems and Workspaces
• Communication Support
• Technical Support
• Resources to Monitor Student Progress
• Online polling, comprehension checks, or quizzes
• Chat-based check-ins or exit tickets
• Video-based reflective commentary
• Brainstorming
• Narrated or annotated explanations
• Presentations or in-presentation feedback
• Discussions

Objective 3: Resources

Strategies

• With students, co-develop discussion expectations and a rubric for assessment; share both with students to guide their discussion contributions.
• Consider Hughes’s metacognitive strategy in which students categorize and tag their contributions according to a co-created set of response types

Objective 3: Resources

Strategies continued...

• Create thought-provoking questions or scenarios that require students to apply their developing knowledge.

• Be present and guide contributions by students through expansive queries; do not dominate the discussion yourself as the teacher but also ensure you contribute.
• Summarize or assign one or two students to summarize the discussion in their own words.

Objective 3: Resources

Resources to Support Struggling Students

• Create learning activity routines in the daily schedule.
• Strive for consistency in the class materials and assessments.
• Ensure students know how to navigate the class, see the schedule, find lesson materials, and seek help.
• Scaffold self-regulated learning through modeling strategies such as scheduling work and break times; using a timer to meet time-on-task goals; setting learning or activity goals; developing and using checklists; and finding quiet spaces for work time.
• Check-ins with students and their families to develop positive rapport, understand the students’ or parents’ or caregivers’ points of view on emerging struggles, and gauge home-based stressors.

Objective 3: Resources

Resources to Support Students with Special Needs

• Ability to enlarge text
• High contrast (or adjustable) between text and background colors
• Alternatives to mouse controls, such as special switches and joysticks for students with mobility issues
• Alternative keyboards
• Alternatives to videos (e.g., podcast descriptions, text descriptions, or live captioning) for students with visual deficits
• Alternatives to audio (e.g., transcripts or closed captioning) for students with hearing impairments
• Alternatives to text presentation (e.g., podcasts or text readers) in all areas for students with visual deficits.

Objective 3: Resources

1. Resources and Strategies to Ensure Academic Honesty
2. Management of Online Small-Group Activities

Objective 3: Resources

Procedures: Designing and Developing an Online Course

• Step 1: Select the Online Model
• Step 2: Design and Document Learning Activities
• Step 3: Create Course Space Structure
• Step 4: Create Learning Modules
• Step 5: Create Assessment Materials
• Step 6: Create Content Representation Materials (engagement)
• Step 7: Create Small-Group Activities
• Step 8: Create and Organize Resource Links and Other Materials
• Step 9: Decide on and Signal the Course Path

• Step 10: Determine and Document Course Logistics and Requirements (how to deliver course)

References

Hughes, J. E., & Roblyer, M. D. (2023). Integrating educational technology into teaching:Transforming learning across disciplines (9th ed.). Pearson. (ISBN – 9780137544622).

Collaboration Rubric

Quality Matters K-12 Rubric for Online Learning

QM Higher Ed Rubric for Online Learning