Blended Learning Overview

Blended learning refers to learning design that purposefully, thoughtfully, and effectively integrates on-site face-to-face and digital learning opportunities, informed and driven by student needs. There are a range of blended learning models and instructors should think carefully about which model is most appropriate for their subject area.  

The most commonly used model of blended learning is the flipped learning model; this refers to a blended approach where students gain asynchronous access to knowledge acquisition activities (often via reading, recorded lectures or other video content), and then attend synchronous activities to focus on knowledge consolidation and assimilation, such as problem-solving, discussion and debate.  

When engaging with blended learning, it is important to be familiar with some of the terminology used to describe its features and component parts, including: 

On-site face-to-face (F2F)  
Those activities in which the students gather in a physical space, usually on campus, as opposed to attending digitally.  

Synchronous activities  
Those activities in which a group of students engage in learning together (and often with tutors or other staff) at the same time. An example of this would be engagement within a physical teaching space or a virtual classroom (such as Blackboard Collaborate).  

Asynchronous activities  
Those activities in which each student engages in learning at a time and place of their choosing, although often within a specified time limit. An example of this would be taking part in a discussion forum activity, where students can post and respond at any time within a particular period (e.g., “any time in the next two weeks”).  

Human Presence  
The visibility and audibility of the tutor/s to the student, and of the students to the tutor/s, other staff and to other students.  

Digital Capabilities 
The skills and abilities which equip someone to live, learn and work in a digital society. These include, but are not limited to, ICT Proficiency (the ability to confidently use technology), Information Literacy (the ability to find, interpret and review digital information), Digital Communication (the ability to communicate effectively through the appropriate digital platforms), Digital Collaboration (the ability to collaborate effectively with others through appropriate digital platforms) and Digital Learning & Teaching. 

Whilst the model of blended learning can vary between subject areas, a blended approach should always be guided and underpinned by the following principles. 

Blended Learning is Consistent 
Successful blended learning is achieved through adopting a consistent approach that scaffolds activities and resources in such a way that students feel confident and comfortable navigating between face-to-face and digital learning environments. Make sure you manage the expectations of your students; students should be aware of the mode and pace of learning, the format of resources and activities, the frequency and mode of communications, and your expectations concerning their engagement. With blended learning there should be no surprises. 

Blended Learning is Accessible 
Learning and teaching, irrespective of its delivery format, should be accessible and inclusive. With blended learning, students will be accessing materials, resources, and activities in the digital space as well as the physical space and so it is essential to ensure that our digital spaces are as accessible as our physical ones. It is important to remember that accessible content benefits everyone. By making content accessible, we can unlock its potential, making it more discoverable, searchable, and re-usable for all. 

Blended Learning is Engaging 
The most effective learning environments are those that engage students. In the digital space there are far more opportunities for students to become disengaged and instructors need to plan their digital activities carefully. It is important to think of the physical space and the digital space as equal partners in blended learning; just as you would want to see students fully engaged in face-to-face activities, you should expect the same from digital activities. The physical and the digital should complement one another and there should be a tangible and meaningful link between what students do physically and what they do digitally, and vice versa.   

Blended Learning is Thoughtful 
Remember, these is no one size fits all approach to blended learning and some approaches are more appropriate for particular subjects and disciplinary areas than others. Our Blended Learning Quick Start guides provide examples of how different elements of learning and teaching can be blended, however, before planning blended learning activities, it is important to consider subject matter, cohort size, and learning objectives. Wherever possible, synchronous timetabled learning should be focussed on interactive activities for students (e.g., formative activities, or discussion and debate). Core knowledge acquisition should be kept to asynchronous digital delivery (e.g., a recording) and made available in advance of any synchronous sessions that build on this content. The flipped learning model is focussed on maximising the benefits and impact of synchronous activities, and you should plan your teaching around this. 

Blended Learning is Supportive 
Early introduction and continued scaffolding of digital capabilities within each course are crucial to allow students to engage effectively with their learning and to provide a good student experience. Digital capabilities become more critical when students are learning through a blended model. Of the fourteen capabilities defined in the University’s digital capabilities framework, five are especially important: ICT Proficiency, Digital Communication, Digital Collaboration, Digital Learning and Digital Wellbeing. These should be embedded within teaching at an early stage to introduce the concept and allow students to engage before they become important to support their studies.   

Further information about the University’s Digital Capabilities Framework, along with resources to support each capability, can be found on the University’s Digital Capabilities website.   

Blended Learning is Adaptable  
Blended learning provides instructors with a high degree of flexibility to adapt their teaching around particular circumstances. Whilst it is impossible to plan for every eventuality, learning that has been designed carefully for both the physical and digital space is often easier to adapt. A key facet of blended learning is adaptability, meaning that content can be reused or repurposed with minimal effort. Learning and teaching that is built around, or heavily reliant upon, a particular mode of delivery or technology is often more difficult to modify if circumstances dictate. 

One of the most critical elements of any form of blended learning is ensuring engagement from students. Where onsite face-to-face contact is reduced, it is far easier for students to become disengaged and risk dropping out.  

The Student Engagement Dashboard is the key tool to use to identify where students may be at risk of dropping out or failing. Other areas where engagement data can be viewed, are:  

• ReCap analytics can show who has watched a recording, and for how long.  
• PebblePad will show each user’s progress on a particular activity. 

Whilst it is expected that 100% of teaching will take place on campus, with flexibility for up to 20% to be delivered digitally (where pedagogically appropriate), there may be exceptional circumstances in which blended learning can be used to mitigate precipitative or emergent circumstances such as adverse weather. It is generally assumed that blended learning may be adapted or augmented in cases where teaching cannot be delivered as originally stated. In such cases, instructors should consult with their Head of School before proceeding. In such circumstances, instructors must provide timely and clear guidance to students, and must ensure that any mitigative action has not adversely affected or excluded any students from engaging with their learning.