Due to COVID-19, higher educational institutions are reimagining their educational delivery to meet the demands of remote teachers and learners. Universities are meeting the demand for dynamic, valuable content delivered to students who may or may not be present in a classroom with blended learning.
The model isn’t exactly new and centers around incorporating technology with the aim of customizing instruction to individual learners. With the realities of pandemic lockdowns, embracing blended learning has accelerated and becoming a go-to method for combining on-campus and digitally enabled remote learning.
While COVID-19 forced institutions to respond immediately to changing conditions, the blended learning model’s benefits will make it a viable approach to teaching and learning even after the pandemic is in the rearview mirror. Colleges and universities might want to check out what’s involved in planning a blended learning program.
Universities must address many varied factors when planning blended learning programs, according to a December 2020 report from the U.K.-based Joint Education Information Systems Committee, (JISC), a non-profit that works to support higher education institutions and provides digital technology advice. These factors fall into four major categories: objectives and evaluation, curriculum design, student experience and systems and processes.
Objectives and Evaluation:
Before you can plan a great blended learning program, you need to have a vision of what blended learning will look like, how it will align with assessment requirements and what success will look like.
- Decide how to share the vision and understanding within the institution and devise a way to share best practices.
- Identify objectives for blended learning broadly within the institution.
- Develop a vision that reflects feedback from staff and students and
- Figure out the best ways to monitor progress and measure achievements.
Curriculum Design:
First off, make sure staff has access to necessary tools and frameworks to help them design blended learning curriculum.
- Consider a team-based approach to learning design.
- Set up a process or method for staff to share best practices, collaborate on ideas and raise issues that may come up.
- While planning course outlines, keep in mind the remote learning challenges students face. Consider providing students with a variety of synchronous and asynchronous activities so they can have some flexibility while staying connected with classmates.
Student Experience:
It’s important for colleges and universities to understand the experience they want students to have, and to develop a plan to communicate expectations for students, teachers and staff.
- Determine the information students will need before they start their course and establish a way to communicate key messages.
- Develop a plan to identify support students who don’t have the required equipment or skills to engage with remote digital learning.
- When designing courses, consider building in opportunities for students to either acquire or improve their digital skills, or offer skills development modules as supplemental work.
Systems and Processes:
- Institutions need to take a systemic approach to effective blended learning curriculum and provide technical infrastructure, IT support and professional services that support the school’s vision.
- Ensure that staff has the proper IT equipment, tools, software and access to digital platforms, along with the skills to use them effectively.
- Communicate any practical tips and techniques through existing or new channels, and offer staff and learners additional support, including assistive technology for teachers or students with disabilities.