blended flexible

BLENDED / FLEXIBLEDesigning Accessible

Learning Options

for Students

synchronous

• High interactivity

• Spontaneity

• Peer-to-peer interaction

• structure

• Limited to same time

• No self-pacing

• High cognitive load

• Difficult to adapt materials

to individual needs

asynchronous

• More opportunities for

reflection

• Easier to reinforce key

ideas

• Flexible in content delivery

• Less structured learning

• No live interaction

• Longer completion times

• Self-discipline required

• Encourages just-in-time

learning

What does it look like?

Class or Video- web/conference

Face-to-Face

Classroom

Lecture

Group

Discussion

Group

Projects

Communication

Homework

What does it look like?

Communication

Face-to-Face

Classroom

Short

Lectures

Demos

Brainstorming

Read & reflect

blogs

Online discussion

LMS

Quizzes

Group knowledge

building - wikis

Class or Video- web/conference

Australia’s model

Web-supported

F2F Distributed

Learning

Web-

dependent

or

Fully onlineF2F

Course content

online

Communicate

through email, chat

bulletin boards

Online exam

or posting

of work

web

Australia’s model

Resource-

supported

F2F Distributed

Learning

Resource

dependent

F2F Distributed Learning

Videoconferencing

web

Audio_conferencing

Web conferencing

VoIPTeleconferencing

Examples

Examples

Examples

Goal?

Less reliance on face-to-face

teaching

Develop high quality learning

resources

Greater opportunities to communicate

Adaptable for different learning styles

Challenges

• Incompatibility of teaching styles

• More work in planning and organizing

• Increased interactivity can be over-whelming

Why change?

• Students want increased flexibility

• Time/place of study

• Learning styles

• Pace

• Increases in student marks

• More time on task

• More opportunities for reflection and study

• More opportunities to self-learn

Contemplate

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