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The ChristensonInstitute.org defines blended learning as having three parts:

  1. At least in part through online learning, with some element of student control over time, place, path, and/or pace.
  2. At least in part in a supervised brick-and-mortar location away from home.
  3. The modalities along each student’s learning path within a course or subject are connected to provide an integrated learning experience.

With this definition in mind, blended learning supports and places emphasis on some elements of student-centered control in the form of time, pace, path, and/or place. 

 

Source: https://www.christenseninstitute.org/blended-learning-definitions-and-models/

There are four main models of blended learning (Rotation Model, Flex Model, A La Carte Model, and Enriched Virtual Model). Please see the following outline for further information (https://edynamiclearning.com/8-models-of-blended-learning/).

CCT has a strong focus on flipped learning methodologies (under the rotation model umbrella). 

Source: https://edynamiclearning.com/8-models-of-blended-learning/.

 

Asynchronous learning refers to educational activities that students undertake which do not occur in the same place or at the same time. Asynchronous engagement should incorporate structured activities and content. CCT recommends that faculty identity key module topics linking to the learning outcomes and then break these into small chunks of learning content and activity spread out over the semester. 

CCT also encourages a flipped learning component to asynchronous activity so that some of the structured activities undertaken in advance of the class pertains to content that would ordinarily have been covered in class. This frees up time for a less didactic approach to the delivery of the synchronous session, for the review and reinforcement of key content and the facilitation of discussion and information sharing. For example, a prerecorded lecture can be provided by the lecturer as part of asynchronous activity. CCT recommends that this recording be chunked and that activities such as forum discussions, quizzes or H5P interactivity be employed to encourage student engagement with this content.

Synchronous live classes are best used to reinforce key content, to check understanding and to facilitate discussion and the exchange of knowledge. 

Post-class activities (Asynchronous)

CCT encourages lecturers to employ post-class asynchronous activities to reinforce learner understanding. These activities can include discussion forums, quizzes, reflections, e-portfolio activities, etc. It is important to ensure that pre- and post-class activities are different to ensure that students are not undertaking repetitive tasks. Engagement with asynchronous activities can  be gauged during the live synchronous sessions through polls as an example. Engagement can also be gauged through Moodle analytics through quizzes and reflections.

CCT College requires faculty to produce engaging and interactive content using a student-centred approach that incorporates an appropriate balance of synchronous and asynchronous learning activities. Please consult with your manager in relation to the recommended time periods for asynchronous and synchronous activities on your programme. The blended learning model that CCT employs is:
 

1.Asynchronous pre-class learning in the form of a prerecorded lecture with interactive learning tasks to complete such as a quick quiz.
2.Synchronous learning in the form of the live class.
3.Asynchronous post-class learning such as portfolio entries, reflective journal accounts, discussion forum posts and responses,  etc.


In most instances, the lecture element is prerecorded and uploaded to Moodle in advance, in shorter chunks. In all cases, whether the lecture is live or prerecorded, lectures should be interspersed with interactive activities and opportunities for discussion where feasible (discussion forums for asynchronous content and live discussion during the synchronous session). 
 

Asynchronous learning activities are completed by students in advance of the live session. This would normally be made up of a series of related learning objects and activities that incorporate activities for the learner to complete. Faculty are reminded to break-up video, audio or text-based activities into chunks interspersed with interactions such as quizzes, discussion forum posts, e-portfolio tasks, virtual lab activities etc. that focus the student on the content they are studying and enables them to assess their own understanding. 

All asynchronous learning activity is uploaded to the VLE for students to access. This should normally be uploaded by the Friday prior to the live class to allow time for completion. 
 

The live class then takes place as per the timetable.  This aims to build on the asynchronous activities completed but not repeat them. The session starts with the socialisation of students. Key concepts identified in the asynchronous learning activities are reviewed with discussion and student engagement activities. These are then further developed. Live classes should be interactive and encourage student participation. 

Time is allocated for questions. Have questions prepared to ask of students to encourage participation where individuals may be less forthcoming. 
 

Follow-up engagement with students in post-class, asynchronous activities is also encouraged using discussion forums, reflections, e-portfolio entries, etc. to reinforce learning. Importantly, the pre-session asynchronous learning activities, the live class and any postsession activities should all seamlessly integrate to make a cohesive lesson and have clear relevance to each element.