What is the difference between Blended learning and regular in-person classes?

In-person classes can still benfit from online activities outside of class, such as discussion forums, readings, videos, and other activities to support learning as part of the usual course activities. However, adding online aynchronous components to a course does not, by definition, make it "blended." This would still be an in-person course enhanced by technology.

For example, some instructors may choose to use a flipped classroom approach where students watch lectures or do readings before coming to class. As long as this course work does not exceed the typical courseload, it can remain in-person without reducing the contact hours.

However, if the course work assigned out of class exceeds usual course workloads, there may be a need to reduce the class time. For example, if students are required to watch lecture videos and do readings before class and also complete follow-up activities after class, you may want to consider reducing the number of in-person hours to make up for the additional work. Or, students could be engaged in project work or other experiential activities that replace class time. If you reduce the class time by more than 25%, then this would fall under the designation of a blended course.

To sum up, not every course that integrates technology is by definition blended, but rather blended indicates that a significant portion of class work will be shifted outside of class.


Why Blend your Course?

Here are some of the benefits of the out-of-class component of blended learning courses:

Increased social interaction

Because of the flexibility of blended courses, instructors can assign projects and assignments where students interact with their community. Instead of using class time to attend lectures or do traditional course work, students could work with community partners, do field trips or other kinds of projects where students are interacting with different audiences.

Course work on Moodle can facilitate richer social interactions through online discussions and collaborative assignments. Online discussions have the potential to increase the number of faculty-student and student-student interactions, which may not be possible due to limited in-class time, classroom configuration, etc.

Increased achievement through peer-to-peer interaction

Bernard et al. (2014) found that blended learning outperforms face-to-face classroom instruction, and fully online instruction. On average groups of students receiving blended instruction outperform face-to-face classrooms on achievement by roughly 10-14%.

Increased flexibility in the design of teaching

Because digital technologies partially free instructors from the confines of the weekly three-hour lecture, instructors can better design their course to integrate a variety of learning activities and projects with an appropriate pace and varying sequences around the needs of students and, in some instances, let students set the pace themselves.

More equitable access to course materials

Most blended courses use Moodle to manage course activities and post course materials. This electronic format makes these resources and materials accessible to students any time from any computer or mobile device and can be used in conjunction with screen-reading software for those who require it.

Increased student engagement and autonomy

A growing body of research shows that students appreciate having access to lecture recordings and use them to improve their learning in various ways: 

  • to prepare for tests and exams (Brady et al., 2013; Lambert et al. 2019; Saunders and Hutt 2015; Traphagan et al. 2009), 
  • review difficult material and review material they missed during the live lecture (Gorissen et al. 2012; Groen et al. 2016; Leadbeater et al. 2013, 
  • to improve the detail and clarity of their notes (Elliott and Neal 2016; Gosper et al. 2010; Leadbeater et al., 2013; Newton et al., 2014), and 
  • to make up for a missed class (Traphagan et al.; 2009).


Reach Out!


TEACHING SUPPORT

Please direct any questions you have about these guidelines to teaching@concordia.ca

ZOOM AND YUJA

For technical support using Zoom and YuJa, contact IITS at: help@concordia.ca

MOODLE

For technical support using Moodle, contact the Moodle team at: moodle@lists.concordia.ca

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