In the previous post we looked at the advantages and disadvantages of the traditional vs. e-learning approaches to teaching. Here, we'll combine them into the concept of blended learning to see how well they can work together.
Hopefully it's obvious that blending two established methods allows us to draw on the strengths of each individually, while giving us scope to eliminate the drawbacks of either. It's simple reduction: if a process works better in one method over the other, then use that method; if it doesn't work as well then don't use it. It sounds like an ideal scenario. In practice, the combination introduces some wrinkles all of its own that we need to be aware of.
One thing we won't look at in any depth regards learning styles. The general guideline has been that blended learning will appeal to a wider range of styles, thus appealing to more students than one or the other. However, a recent letter penned by a host of academics and scientists has thrown a wrench into that idea, suggesting the entire concept is nothing more than 'neuromyth' (Hood et al., 2017). I've never been all that comfortable with the concept myself, as I've always thought a variety in approach engages students far better, so I'm happy to discount it!
Hopefully it's obvious that blending two established methods allows us to draw on the strengths of each individually, while giving us scope to eliminate the drawbacks of either. It's simple reduction: if a process works better in one method over the other, then use that method; if it doesn't work as well then don't use it. It sounds like an ideal scenario. In practice, the combination introduces some wrinkles all of its own that we need to be aware of.
One thing we won't look at in any depth regards learning styles. The general guideline has been that blended learning will appeal to a wider range of styles, thus appealing to more students than one or the other. However, a recent letter penned by a host of academics and scientists has thrown a wrench into that idea, suggesting the entire concept is nothing more than 'neuromyth' (Hood et al., 2017). I've never been all that comfortable with the concept myself, as I've always thought a variety in approach engages students far better, so I'm happy to discount it!
Advantages
- Flexibility. As above, theoretically blended learning gives us the best of both worlds: we get the convenience, versatility and instantaneousness of e-learning, combined with the physicality and sociability of the traditional method. If one method works better in a certain aspect then we go with that one; we get to cherry pick the ideal method for any given aspect.
- Plays to strengths. Not everybody is good at everything, some people teach better in one type of environment over another. Some are better organisers, others are better at personal interactions. With a blended approach there is more scope to work your skill advantages, thus improving the quality of your teaching and improving the student experience.
- More engaging. Put simply, the blended approach 'mixes things up a bit', offering more variety to learners. More variety means more avenues to student involvement, thus better engagement and hopefully retention.
- Better support. Some learners respond better to face-to-face mentoring, other prefer the 'safety' of online communication. With a blended approach students can receive support in a way that suits them best. Furthermore, the advantages of web delivery mean that brick-and-mortar institutions can still provide better access to supporting facilities.
- Easier administration. Despite the front-heavy work that needs to be done to get an e-learning site up and running, once established an online course allows for much simpler administration, thanks to the available tools. These tools can be used to also administer the traditional elements, leading to an overall improvement in efficiency.
- Consistency. If well-designed, materials for a blended programme should suit use both in the classroom and at home - the online component anchors the two together.
Disadvantages
- Location-based. For the most part, blended learning really is a best-of-both-worlds system. However, unlike purely online courses a blended programme is still tied to a physical location. The digital component is a supporting asset in the teaching and learning process, not an entire replacement. You couldn't take a blended course and just ignore the traditional elements. In this way a blended course can be thought of more as a 'traditional plus'. You still need to attend classes and follow the curriculum of the institution.
- Student inconsistency. On paper, a blended course still requires students to attend classes, but in my experience if materials are available online there is a subset of learners who will use it as an excuse not to show up for extended periods because 'it's all on Moodle anyway'.
- Multidisciplinary. A traditional tutor needs to be good at teaching in a classroom. An e-teacher (let's say that's a thing) is good at the structuring and delivery of online components and support. If you've gone for the blended approach, surprise surprise, you need to be capable of both. Historically, e-learning has been delivered by academics with experience of traditional teaching who have moved across into the discipline, but as time progresses one would assume we will be seeing more and more tutors who have focused only on digital methods. There is also the risk that used wrongly, a course may use one side or the other as a crutch, for example, not providing the support learners need as 'it's all online anyway'.
- Workload. Related to the above, having to administrate a teaching schedule across multiple delivery schemas will naturally increase the amount of work that needs to be done. Educators don't tend to get a lot of free time as it is, and now we are expecting them to learn new uses of technology and create syllabi that play to the strengths of both approaches? Say goodbye to what was left of your weekends...
References
- Hood, B., Howard-Jones, P., Laurillard, D., Bishop, et al. (2017, March 12). No evidence to back idea of learning styles. Retrieved from Guardian Education: https://www.theguardian.com/education/2017/mar/12/no-evidence-to-back-idea-of-learning-styles
Bibliography
- Winstead, S. (n.d.). 6 Disadvantages of Blended Learning You Have to Cope With. Retrieved March 19, 2017, from My eLearning World: https://myelearningworld.com/6-disadvantages-of-blended-learning/
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