Information Technology Reference
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In blended learning the online environment is
not a simple replacement for components previ-
ously covered in the face-to-face environment as
transferring an activity to online fundamentally
changes the activity. Instead, blended learning is a
new approach to designing learning and teaching
that utilises the benefits of each mode to produce
an enhanced learning experience for students
(Garrison & Vaughan, 2008). In order for this to
happen the alignment between modes of delivery
and the learning objectives needs to be well thought
through. It has been found that blended learning
courses develop a greater sense of community
among students than face-to-face or online modes
alone. Importantly, it has also been found that a
sense of community is seen by students as con-
nected to greater learning. Studies have also shown
that students engaging in a blended learning course
found that their experience in one of the modes
increased their confidence in the other, creating
reciprocity between the two (Garrison & Vaughan,
2008). Relationships between students, as well
as between students and teachers were found to
benefit from this reciprocity. The face-to-face
classroom situation naturally develops the social
component of learning as students are constantly
engaged with each other and their teacher. This
is an ideal environment for developing a com-
munity of inquiry where students feel connected
through their shared learning experience. Blended
learning of face-to-face and online modes does
not simply expand the educational experience to
offer two streams of learning outcomes. Rather,
it is a cohesive model that works towards one set
of learning outcomes. What students experience
in one of the modes is then brought into the other
in an interactive and developing cycle (Garrison
& Vaughan, 2008).
One example of blended learning in the human
services field is the use of discussion boards in
combination with social work field placements.
Maidment (2006), whilst warning against a reli-
ance on computer mediated learning, reports upon
efforts to provide online discussion boards for
students on social work placements. She discusses
the benefits of discursive opportunities for students
whilst engaged in work-integrated learning and
points to the opportunities for greater student
reflection provided by these discussion boards.
According to Maidment (2006):
…online asynchronistic discussion can be used
to promote collaborative, reflective, inclusive and
meaningful learning during the practicum. In this
context, the asynchronistic discussion involves
students accessing an online notice board where
they write questions, ideas and their responses
to other student postings in an ongoing way
throughout the semester (p.49).
In this design the experience of field education
practice was blended with the opportunity for
students to debrief online about their placement
experiences. These postings dealt with practice
issues that arose in their agencies, with students
reflecting online about their reactions to these
issues and at times seeking guidance from peers
and their teacher.
The online component of blended learning has
been found to be particularly useful when students
are learning how to apply theory and develop
critical thinking. One blended learning evaluation
conducted at the Southern Maine Technical College
in the United States concluded that whereas func-
tional knowledge was best achieved in a face-to-face
environment, addressing conceptual knowledge
online encouraged students to become more active
learners and led to greater retention of conceptual
information (Ross & Gage, 2006). Both students and
teachers in a blended learning evaluation in Canada
identified that the use of online encouraged greater
levels of critical thinking, a learning objective of
the course evaluated (Owston, Garrison & Cook,
2006). It seems that a more self-reliant environment
online meant that students sought to actively solve
theoretical problems rather than turning firstly to
the teacher as they may in a face-to-face classroom
environment.
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