In the article ¨ The university student experience of face-to-face and online discussions: coherence, reflection and meaning¨, Ellis et at (2007), the authors explored the undergraduate student’s perceptions and how effective they engaged through blended learning in the psychology unit of the social work program. The increasing use of this method in university programs which consists on the combination of discussions in the classroom and online activities motivated this study to look for evidences to analyze how effective this approach is. This is how the authors of this paper stressed on three specific issues which respond to three questions:
· How do students experience the combination of face-to-face and online discussions?
· Do all students experience them in ways that support their learning?
· What aspects of the student experience of discussions are important for the teacher/designer when considering their systematic use in the student experience?, Ellis et at (2007)
Although the elements of blended learning like face to face sessions that has been the learning traditional method throughout history and online learning that is relatively new, the blend of these as a way of learning is a new tendency. And this is because in the past there was no balance in the use of the both methods. Or the unit of study was entirely developed in the classroom or when e-learning arose the course was totally developed online.
The blended learning success relies partly in the commitment of each of the actors involved in the process; these are the teachers, the students and the technological tools. In the first place the teachers who are responsible for the curriculum design and blended classroom management must be content experts and skillful at the use of data usage and at the different use of online communications channels, that is the selection of content and activities must conduct learners to a reflective and collaborative environment that promotes significant understanding. Secondly, the students have to clearly know the expectations and outcomes of the course, the unit or program design, the conditions required to carry out this learning process and the awareness of studying through blended learning too, because if the learner is not clear to using knowledge to interrogate, reflect on and revise his ideas he will hardly be successful in blended learning, Ellis et at (2007). And finally, the technological tools available to facilitate the development of the course activities as planned. All these characteristics make the blended learning as a logic and coherent process that engage as learners as tutors in a meaningful learning environment.
A good assimilation of the blended learning is a process that can be well done throughout time, as an example, in higher education this approach for post graduate programs can take longer time of adaptation than undergraduate ones. On the one hand undergraduate students can obtain the best benefits during the time spent at the university. It means that after two semesters these students have not only adapted to the blended learning and become skillful at the appropriate use of technology for educational purposes, but also they have explored different way of improving their understanding of the units. On the other hand in one year post graduate courses, the blended learning is a great starting point for people who have never been involved in it; it helps to go deeper in their investigations, to improve the use of technological skills and also to publish your thoughts or opinions based on literature reviews and/or real facts from your own experience. The reason why the latter can spend longer time may be because of the switching transition from the traditional discussion sessions in the classroom or the lacking skill when dealing with the use of new technological tools, but this does not mean that the desired outcomes would be affected by the slowness of the adaptation process.
In conclusion the blended learning approach is a process in which the accomplishment of the objectives depend on the commitment of the persons who are part of it. On one side teachers who are responsible for the organization and design of logical and coherent content of any specific area of knowledge for the students. On the other hand the latter (students) must be involved in what and how this approach function for the apprehension of knowledge through the combination of classroom discussions and online activities. Ultimately, the main objective of this approach is to function as symmetry between face to face and online discussions in order to persuade learners to generate new ideas and thoughts in their learning process.
Reference
Ellis, R., Goodyear, P., O’Hara, A., & Prosser, M. (2007). The university student experience of face-to-face and online discussions: coherence, reflection and meaning.
· How do students experience the combination of face-to-face and online discussions?
· Do all students experience them in ways that support their learning?
· What aspects of the student experience of discussions are important for the teacher/designer when considering their systematic use in the student experience?, Ellis et at (2007)
Although the elements of blended learning like face to face sessions that has been the learning traditional method throughout history and online learning that is relatively new, the blend of these as a way of learning is a new tendency. And this is because in the past there was no balance in the use of the both methods. Or the unit of study was entirely developed in the classroom or when e-learning arose the course was totally developed online.
The blended learning success relies partly in the commitment of each of the actors involved in the process; these are the teachers, the students and the technological tools. In the first place the teachers who are responsible for the curriculum design and blended classroom management must be content experts and skillful at the use of data usage and at the different use of online communications channels, that is the selection of content and activities must conduct learners to a reflective and collaborative environment that promotes significant understanding. Secondly, the students have to clearly know the expectations and outcomes of the course, the unit or program design, the conditions required to carry out this learning process and the awareness of studying through blended learning too, because if the learner is not clear to using knowledge to interrogate, reflect on and revise his ideas he will hardly be successful in blended learning, Ellis et at (2007). And finally, the technological tools available to facilitate the development of the course activities as planned. All these characteristics make the blended learning as a logic and coherent process that engage as learners as tutors in a meaningful learning environment.
A good assimilation of the blended learning is a process that can be well done throughout time, as an example, in higher education this approach for post graduate programs can take longer time of adaptation than undergraduate ones. On the one hand undergraduate students can obtain the best benefits during the time spent at the university. It means that after two semesters these students have not only adapted to the blended learning and become skillful at the appropriate use of technology for educational purposes, but also they have explored different way of improving their understanding of the units. On the other hand in one year post graduate courses, the blended learning is a great starting point for people who have never been involved in it; it helps to go deeper in their investigations, to improve the use of technological skills and also to publish your thoughts or opinions based on literature reviews and/or real facts from your own experience. The reason why the latter can spend longer time may be because of the switching transition from the traditional discussion sessions in the classroom or the lacking skill when dealing with the use of new technological tools, but this does not mean that the desired outcomes would be affected by the slowness of the adaptation process.
In conclusion the blended learning approach is a process in which the accomplishment of the objectives depend on the commitment of the persons who are part of it. On one side teachers who are responsible for the organization and design of logical and coherent content of any specific area of knowledge for the students. On the other hand the latter (students) must be involved in what and how this approach function for the apprehension of knowledge through the combination of classroom discussions and online activities. Ultimately, the main objective of this approach is to function as symmetry between face to face and online discussions in order to persuade learners to generate new ideas and thoughts in their learning process.
Reference
Ellis, R., Goodyear, P., O’Hara, A., & Prosser, M. (2007). The university student experience of face-to-face and online discussions: coherence, reflection and meaning.