Hi!
I have been looking at different types of Blended Learning and have summarised them in the table below:
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Model
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Description
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Face-to-face
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Teacher delivers the majority of the curriculum face-to-face and uses
online learning Through participation in a blended classroom students are
naturally becoming more technologically literate as they gain confidence
through the regular use of devices and online technologies. to supplement,
extend or remediate on a case-by-case basis.
The online learning may occur in a computer lab or at the back of a
classroom.
|
|
Rotation
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Students move from traditional face-to-face instruction to self-paced
online learning on a fixed schedule.
|
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Flex
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Majority of the course is carried out online. Teachers provide small
group tutoring as extra support when needed.
|
|
Online Lab
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The entire course is delivered on line but in a bricks and mortar
location. Supervision may be provided but the expertise often comes from an
online tutor.
|
|
Self Blend
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Students take one or more online courses to supplement traditional
school courses. The online component is remote and the traditional course is
carried out at a bricks-and –mortar school. This is sometimes referred to as
the A La Carte model.
|
|
Online driver model
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All of the curricula is delivered on an online platform but
face-to-face check ins are required. This can be referred to as the Enriched
Virtual Model.
|
HI Anne
ReplyDeleteI really appreciate the thought and the work that you have put into the above table. I am still getting my thoughts around blended and 'flipped' learning and trying to find a platform that I can use in my teaching and learning context. After reading your table I have learnt different types that I haven't heard of. The A La Carte Model providing a Self Blend is one that I could potential use as additional resources for students to use during the sessions.
I also explored the 'The Station Rotational Model' and found it interesting that the main advantage was that the teacher was able to teach to a small number of students and they also had a variety of learning experiences. However, I also got to thinking back to my primary training and really this is what we did with reading and maths groups and offered alternative activities to students whilst we were teaching our groups, but probably not so sophisticated! I certainly did not have the online classes set up or complex collaboration activities! Technology has certainly allowed us to enrich our learning environments!