Blended flexible
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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
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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Plan to build
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Plan to support
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