Abstract
Technology is driving factor of Fourth Industrial Revolution in which digital automation, artificial intelligence, mobile supercomputing, intelligent robots are at its momentum. International competitiveness and global challenges demands highly innovative and competent school environment. Digital era and globalization has led to a new trend in education. One such trend is Blended Learning. The objective of the present paper is to analyse the concept of blended learning and to review the evolution of blended learning. Further, the paper discusses the intricacies and technical complications involved during implementation of blended learning in Indian context. In addition, the paper also critically analyse the competencies needed for handling blended learning along with benefits and challenges of blended learning.
Highlights
Technology used as classroom aids (e.g. PowerPoint slides, clickers); using learning management system to support classroom teaching; using lecture capture for flipped classrooms; short periods on campus for hands-on experience or training followed by concentrated time studying online; hybrid or flexible learning requiring the redesign of teaching to enable students to do majority of their learning online, coming to campus only for specific in-person sessions
Report titled "Defining Blended Learning", researcher Norm Friesen suggested "It designated the range of possibilities presented by combining Internet and digital media with established classroom forms that require the physical co‐presence of teacher and students"
Challenges pertaining to Blended Learning Environment Blended Learning as Transformational Potential ? Teachers generally say that their course is a blend that consists of x % online and y % face-to-face, which is not informative without knowing the nature of the activities occurring in the distinct learning environments and how the course effectively uses the features of the two environments
Summary
Blended learning is not doing online worksheets, reading digital materials any technology-related activity unless it allow student some control over the pace and content of the instruction. Bates (2015) suggested that blended learning has wide variety of designs: technology used as classroom aids (e.g. PowerPoint slides, clickers); using learning management system to support classroom teaching (e.g. for storing learning materials or for online discussions); using lecture capture for flipped classrooms; short periods on campus for hands-on experience or training followed by concentrated time studying online; hybrid or flexible learning requiring the redesign of teaching to enable students to do majority of their learning online, coming to campus only for specific in-person sessions (e.g. laboratories). Blended learning is not doing online worksheets, reading digital materials any technology-related activity unless it allow student some control over the pace and content of the instruction. Bates (2015) suggested that blended learning has wide variety of designs: technology used as classroom aids (e.g. PowerPoint slides, clickers); using learning management system to support classroom teaching (e.g. for storing learning materials or for online discussions); using lecture capture for flipped classrooms; short periods on campus for hands-on experience or training followed by concentrated time studying online; hybrid or flexible learning requiring the redesign of teaching to enable students to do majority of their learning online, coming to campus only for specific in-person sessions (e.g. laboratories). Garrison and Kanuka (2004) stated “blended learning is thoughtful integration of classroom face-to-face learning experiences with online learning experiences.”
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