Hybrids are not the only possible way of combining remote and in-person: another possibility is to combine modes of participation not at the same time, but in sequence.
Love the way Deborah moves us to do some modality-shifting here -- to see not just space as a category but time.
The author, Stefan Hrastinski, is a Professor at the Division of Digital Learning and Director of Research Education at the Department of Learning in Engineering Sciences at KTH Royal Institute of Technology in Sweden. Hrastinski notes the term "blended learning" originated in the 1990's, but is often over generalized. Hrastinski proposes several blended learning models, blended learning conceptualizations, and proposes recomendations for future research.
Rating: 6/10
The authors present a study focused the differences of blended versus traditional instruction in terms of student performance. The study evaluates 53 undergraduate students enrolled in a "Physical Education in Early Childhood" course. Twenty-nine students were placed in a traditional course and 24 students were placed in a blended "experimental" group. The researchers concluded that "students who attended the course with blended instruction show higher performance."
Rating: 9/10
Project Based Learning to Develop 21st Century Competencies
In this chapter, the author defines problem based learning (PBL) and highlights the benefits to the learner. In addition to incorporating technology to enhance learning, the article reinforces the need to foster the softer skills that may be developed as a result of PBL (teamwork, accountability, problem-solving, creative thinking, risk-taking, communication skills, and critical thinking skills). Though the data is limited, and there are inherent challenges, PBL is of value in course design. (8/10)
Based on the foregoing theoretical underpinnings, we consider that the social cognitive theory is applicable to the BELS learning context. Accordingly, three factors: learners’ cognitive beliefs (self-efficacy and performance expectations), technological environment (system functionality and content feature), and social environment (interaction and learning climate) are identified and elucidated as the primary dimensions of student learning satisfactions with BELS
to expand their pedagogical repertoire
Indeed. Just as it requires knowledge and skill to design, develop, and deliver an online learning experience, the same applies to blended learning. Making informed decisions about how to blend is deep, deep, deep.
Flexibility
Some connection with SAMR, unbundling, “open learning”… With diverse learners whose constraints may affect institutions, there’s a fair bit of talk about new(ish) tech-infused approaches to distance education. As with many other things, not much of it is new. But there might be some enabling phenomena. Not sure how gamification fits, here. Sure, open play could allow for a lot of flexibility. But gamification is pretty much the reverse: game mechanics without the open-ended playfulness.