Pattern: Blended Learning
Context/Setting
University courses in the context of teaching and learning—particularly suitable and tested for seminars, workshops, exercises, and tutorials.
Problem Statement
While face-to-face instruction offers many advantages (e.g., direct interaction), the learning processes of students are not always optimally supported. In particular, individual learning needs can often only be met to a certain extent. For example, if learners require more or less time for a task, wish to repeat specific content (or not), or prefer to work independently rather than in a group, compromises must be made between the varying needs of all participants. Additionally, organizational issues may arise: students might be unable to attend at the scheduled time (e.g., due to overlapping classes) or face (too) time-consuming or costly travel requirements.
Areas of Tension
Structure vs. openness, individual vs. group
Solution
Combine the benefits of face-to-face learning with the advantages of digital learning. This involves replacing some in-person sessions with digital learning units or online assignments, which can be completed individually, in pairs, or in small groups.
Details
Depending on the didactic focus, online phases can be used for the individual and self-directed acquisition of factual knowledge or the (cooperative) creation of learning products (discussion contributions, texts, podcasts, etc.). This can be done asynchronously (e.g., using forums, wikis, learning platforms) or synchronously (e.g., using chat, virtual classrooms, collaborative editors).
Pitfalls
- Students require an introduction to the digital learning environment.
- Digital learning units need to produce learning outcomes or feature tests to ensure participation.
- An integrated and aligned design of online and in-person phases is necessary.
- The effort required to create or source self-study materials should not be underestimated. A time savings should not be expected.
- Structural and organizational gaps and ambiguities can be difficult to resolve during (virtual) self-study phases.
- Online phases require moderation.
- The percentage of in-person sessions that can be replaced is often not yet defined in teaching obligation regulations. At many universities, 25% is considered acceptable.
Advantages
- The potential of digital media to enhance learning becomes accessible: e.g., flexibility in time and location, individualized learning, increased clarity, and improved contextualization through media variety and interactivity of learning objects, as well as through communication and collaboration.
- By moving the acquisition of factual knowledge to the online phase, face-to-face time can be better utilized for calibrating individual understanding of technical terms and relationships and for (critical) discussions of concepts, models, and theories. Students are generally well-prepared for this through the online phase.
Disadvantages
- Increased planning effort
- Self-discipline and self-learning skills are required from students
Examples
A tutorial-supported blended learning concept for teaching soft skills is described by Redlich & Rogmann (2007). Initially planned is a kickoff event that includes an introduction to the topic, presentation of materials (CD-ROM), and organizational content and group formation. The following self-study with multimedia learning software, peer group work, and a self-test prepares students for the second in-person phase. This phase focuses on prepared plays that are discussed and given feedback on-site. Afterward, students receive a CD with video recordings of their simulations as the basis for final reflection. This scenario concludes with feedback on this learning product.
- Module APP of Health Sciences (Chemistry)
- Seminars "Visual Design I + II" in Human-Computer Interaction (Computer Science)
Tools
- Learning platforms (OLAT, CommSy)
- Virtual classrooms (Acrobat Connect, OLAT)
- Collaborative editors, internet, repositories, etc.
Related Patterns
- Support in Self-learning Phases