Blended learning

The term integrated learning English or blended learning refers to the form of learning in which the benefits of classroom teaching and e -learning are combined.

Definition

Blended Learning or Blended Learning refers to a form of learning that seeks a didactically meaningful linkage of traditional classroom sessions and modern forms of e-learning. The concept combines the effectiveness and flexibility of electronic forms of learning with the social aspects of face -to -face communication as well as possibly the practical learning activities. In this form of learning different learning methods, media, and learning theory orientations are combined.

Blended learning aims as a learning organization from it to strengthen through the appropriate combination of different media and methods their advantages and minimize the disadvantages. It is particularly important that the presence of phase and online -phase are matched to one another functionally. By unprejudiced use of the optimum medium in each step of the learning process is the most universal learning blended learning organization dar.

A comprehensive definition of blended learning is:

" Blended learning is an integrated learning concept that with the currently available opportunities to network on the internet or intranet connection, classical ' learning methods and media makes optimal use in a meaningful learning arrangement. It allows learning to communicate, inform and knowledge management, freed from place and time in combination with experience, role play and personal encounters in the traditional classroom training. "

In addition to the terms of the teaching methodology, there is the importance of integrated learning regarding knowledge utilization. Here, the " integrated learning " that knowledge is learned in specially interconnected systems, various knowledge areas should be established so integrated. Integrated learning as a type of information recording aims to record faster, understand more deeply, apply more effectively and to be able to extend independent from knowledge. Basis for integrated learning are especially neuroscience findings in recent years. This method of learning is understood as the basic counter-concept to the " memorization ". When blended learning understanding is the focus and thus to accelerate the relationships between the knowledge elements.

Term origin

Directly translated means blended learning " blended learning". Blend known in English as the preparation of coffee, whiskey, wine or the tobacco mixture ( the "blend "), a plurality of output components. This is done to ensure a consistently high level of quality that exceeds that of the individual ingredients.

Blended learning two forms of learning ( classroom training and e-learning) are combined and merged into one unit. So it occurs - based on pure e-learning - a new element added (namely, the presence of phases), so that as in e-learning, a distinction not only CBT ( Computer Based Training ) or WBT (Web Based Training) can be made, ie after the positioning of the learner, but also according to the phasing of mediation or self- learning sequences, more specifically on whether a sequence of the learning process can be defined respectively as e-learning or as a class lecture after his methodology. In a pure WBT part in blended - learning program could therefore be better to speak not only of " e-learning phases," but of " online phases ". From traditional forms of learning such as the presence of event and online learning forms a common curriculum is situated ( a curriculum ), the phasing of the learning phase is both didactic as well as methodological respects.

Integrated learning as a type of knowledge processing is conceptually in terms of " leading together " or " connecting " meant. This is emphasized that knowledge never stands alone but knowledge only gets deeper value through its integration.

History and current status

The development of blended learning is logically closely linked to the development of e -learning.

Even with web- and computer-based training applications of the 1980s was occasionally an introductory class lecture or a final exam in the presence of process component of the overall concept. This is also true for many distance learning programs on the basis of distance education.

With the advent of authoring systems in e-learning and their further development into learning platforms ( learning management systems, learning content management systems ) the training of authors and the training of e-learning tutors were added in the form of blended learning. In the pure knowledge even modern e -learning systems, the above dialogue networks and non-linear process paths ( excursions, depressions, individualized analysis of learning checks ) are offered, largely due to presence of components do without (closed e -learning systems ). Additional tutorial support enables additional assistance with questions and problems and minimizes social isolation.

The construction of high-performance e-learning systems not yet brought the expected breakthrough of the new technology in terms of broad application. First lacked the new applications, the economic added value compared to the conventional teaching methods were large enough to prevail in the market. This changes when e-learning in custom applications in areas such as training of sales and workforce (eg Good Manufacturing Practice). In blended learning the breakdown occurs in practical training of work processes, especially in the process industry as well as in the teachings of the operating personnel, inter alia, to the labor protection in the context of regulatory requirements.

Strengths of blended learning are in the optimal design of the preparatory phase and the follow-up phase of learning processes.

Ensures the preparation of classroom sessions, e-learning similar basic knowledge of the participants, thus ensuring the electronic follow-up by e -learning transfer of learning, the traditional classroom events can not afford.

For the preparation of e-learning an upstream face meetings of participants and the organizer has proven itself especially in the case of co-operative, social learning ( Computer - Supported Cooperative Learning). Such classroom seminars serve, for example the formation of learning communities and help to build confidence in learning opportunities and the people involved.

For practical skills, such as driving test, for continuing education in working life or in sports learning the theoretical basis ( knowledge ) is supported by e -learning before the practical practice as part of a classroom course. It is not possible despite extensive simulation techniques, such as completely replace classroom training as part of pilot training through electronic forms of learning. When learning practical skills are pure e -learning limits, while blended learning offers an intelligent mix of e- learning and classroom event.

Methods, media and Theorienmix of Blended Learning

Blended Learning as a universal integrated learning organization all methodological, media didactics and media education and learning theory orientations. " People are not single -method learners! We are, as a species, blended learners " ( German: " People do not learn by only one of method We are, as a species, integrated learner! " ), Says Elliott Masie this.

The following combinations can be used in the blended learning:

Comparison of teaching and learning

Blended learning combines the benefits of classroom teaching and e -learning together so that the respective advantages and disadvantages are increasingly compensated.

In class

Advantages:

• Participants take social contact to form a group, the social events at the center.
• Faculty and participants get to know personally, participants can develop preferences for one another.
• Lecturer can immediately react to difficulties in understanding and suggestions.
• Teacher can better plan the upcoming online course events and thus make fine tuning. Thus the actual needs and interests of the participants can be considered better.
• The communication is holistic.
• Participants support each other in learning.
• It can bring further discussions occur at any time.

Cons:

• All persons must be at the same time and same place.
• All participants should have the same relevant knowledge, so that the overall learning progress is not impeded.
• The pace of learning is not individualized.

E-Learning/Selbstlernen or group- based online learning

Advantages:

• Participants will learn how and where it suits them. You establish priorities and bring with it the optimum for itself out.
• It is learned time and location independent.
• Participants determine their own pace of learning
• The course material is well presented, methodology / didactics are very flexible.
• The use of different media ( image, video, sound, animation, text) and different tasks ( practical, theoretical approach, games, group work, individual work, ... ) refers to different types of learners.
• Depending on the platform is a simple, individual and motivating care of the individual participants possible; as well as misinterpretations can be excluded.

Cons:

• No social links to other participants if no e - Moderation is employed.
• Possible misinterpretation of content remain unnoticed if specialist tutors are not sufficiently addressed.
• High self-learning competence is required if no individual attendance by e - Facilitation.
• Participants to the course line easily " lost " come when no care is provided.
• Participants withdraw from the study group, when particularly striking and dominant participants dominate the group. ( In part, this is a " gender problem ": Most women pull back when single men dominate the action ).

The decision for the subsequent development of blended learning should be determined by a media-didactic concept which takes into account the parameter of the didactic field (target group, teaching content, teaching and learning objectives, learning situation, etc. ). The own preference as a teacher should not be ignored: " Not every / r is suitable for online course author and online Tutor". A similar exercise is useful.

A typical example of the application of blended learning are the regular instruction of employees on occupational safety issues. Since the majority of participants is known, the predominant content of the recurrent training, e-learning modules provide an individual learning pace. At the same time provide integrated learning controls, the ability to detect common pitfalls and specifically to deepen the knowledge and skills through classroom training. The BGs have also implemented procedures for the instruction by electronic means established. Not all training topics are suitable for pure e-learning. Especially with the practical skills (eg handling of hazardous materials, operation of cranes and hoists, handling forklifts ) only leads the blended learning concept with classroom training the desired learning outcome.

The quality of a high-quality blended learning offer is characterized by

• A consistent, across all phases of the learning process going curriculum
• A choice of medium (see publication form), which brings the strengths of each phase to full advantage
• A program that the learner as much free space admits (learning pace, learning style, input channels, social bonding, modules, etc. )
• Didactics, which gives the pleasure of learning a priority

Criticism

Term related criticism: Blended learning was often rejected as a fashion term, alternative terms such as "hybrid learning arrangements " or " web-based teaching" but so far found no widespread use.

Substantive criticism: in particular, it is criticized that the simple combination (blend) of elements not bring the expected results with them when they do not meet the above quality criteria.