Blended Learning Environments

Week Eleven

With the increase in blending learning models in our national landscape, many states have adopted online requirements for high school graduates. Considering many universities carry a majority of blended learning environments in the curriculum, this serves to prepare students for college readiness. If configured properly, the benefits of a blended learning can be far-reaching including creating environments which utilize technology to enhance, engage, and motivate students so that they have better performance outcomes.

With this learning model comes a variety of configurations which aim to cater to the learning needs of the individual. In the rotation model there are lab or individual task station rotations. The flex, self-blend, and enriched virtual model all work to use the online classroom to inform face-to-face learning. Each model has different levels of instruction, times allocated, roles for online, student, or teacher components, student support, and student to teacher ratios. The goal is to improve the ability of personalized learning by extending the reach of its effectiveness. By improving working conditions of the students with more engagement and motivation, the potential for individual progress is increased.

iNACOL (International Association for K-12 Online Learning) has developed a list of standards, mindsets, qualities, and adaptive technical skills the teacher must have to effectively meet specific competency for the blending learning framework. This framework involves student centered learning with flexible learning, orientated toward collaboration, and feedback. The goal is using self-reflection for continuous improvement and innovation. By using qualitative and quantitative data, teachers can inform the quality of their lessons and inform their instruction. This will require teachers to continually reevaluate technical tools and their effectiveness in the classroom.