Blended Education

Blended Education

Introduction

Blended learning is the hybrid learning whereby education uses online education resources and platforms of interacting together with informal classroom methods (Vo, at el 2017). This method involves the physical appearance of the teacher and the learner. The student takes manages the pace, time, plus path of learning by the guidance of the teacher. This method requires students to have collaborative minds to work and share information that they have gathered online with others.

Moreover, they will be required to provide views and suggestions on the information before face to face classroom activities that have more educative experiences. This method of learning ensures a learner is involved and drives his individual learning experience. Similarly, it is a method that supports the unique needs of the learner, whereby students have different learning styles that they can adopt from a different basis.

Analysis of my position

Blended learning advocates the mixture of simple concept and strategy that supports of mixing technologies of distance education and the classroom. It is a crucial source of information, simulation, and encouragement of this concept of blended learning whereby the learner is supposed to get involved in the movements of education and ensuring that there is an appropriate manner of learning the concepts (O’Byrne, at el 2015).

This method of learning encourages the enthusiasm of conceding the right mixture of media and technology that will aid the proper use of the classroom teacher in a well-designated integration of multimedia programs (Nortvig at el 2018). This method is the best way of achieving high-quality learning experiences and having a good investment in the educational enterprise. The technique helps to have a wide range of having students have their studies with little guidance of the teacher since learning materials are readily available through technology. This method of learning supports innovation and the invention of ideas through the interaction of the internet. It is evident that the hardware of the classrooms also matters towards the output of students. When the setup of the institution is evident in the materials that are presented to the students will help them achieve their academic ambitions (Nanclares at el 2016).

Synthesis of the strengths and weaknesses of this method of Education

This method of education confers with this method of learning, whereby it encourages collaboration as one of the critical elements that will help blended learning to prosper. When the system that entails students, teachers, and the management of the schools has one direction on supporting guidelines of blended learning, it will be a significant aspect. The learning system should be collaborated and easily accessed by students so that it can facilitate learning when students are away from classrooms (Motteram,2006). This article further supports the cooperation of teachers on guiding students when they are in classes; it is one of the ways they gain experience in bettering their carrier.

Blended technology supports the emerging trend of technology that is migrating fast in the world of education. The article supports that blending learning is bringing together the best of technology-based online learning and face to face instruction. Through the integration of ideas and mechanisms of learning students can have wide thinking not only to participate in the classroom work but also to come up with ideas on innovations and inventions that will help propel their paper skills to practical skill in the field of technology (Kintu, at el 2017).

Blended learning optimizes development, expenditure, and time. A combination of teaching modes has the probability to balance and optimize education program development plus costs and time that are involved (Hilliard,2015). This is achieved through the convenience of the system and having all mechanisms integrated into one through the technology. Online, self-learning, and web-based training is expensive to provide, but when it has collaborated, and coaching sessions are provided to make things work easier that when they are separately provided. Having evolved through technology is one of the strengths of this method of learning. It has also enabled out of classwork that is crucial for students when they are away from school.

Implications of blended education

This mode of education was found to be significant when it comes to expenses that are involved. Students can have the materials that they need online without buying hardcopy books for their references. Teachers can provide guidelines through the aligned platform that they can embed their mode of study. Additionally, it will save time for both students and teachers, whereby all tools are equipped and readily available for the student to learn (Heinrichs at el 2016). Therefore, this information is viable for the management of schools for them to adopt this mode of education so that there can be high outputs from learners.

This mode of education is flexible in terms of the availability of both the student and the teacher. Learning can take place from any place at any time since all the required materials and techniques for learning to take place are available. The set platform can enable having adequate procedures for making things work at narrow points of time.

Progress is a paramount objective for the learner to have as he advances his education and carrier. Blended education enables students to have their record of education and performance in track, thus allowing them to have a clear mind of targets and set new goals that they should meet at the end of the stipulated time (Brook at el 2015). The system also provides feedback in good time for students to have a quick way of handling their educational states and make improvements where they are weak in terms of performance.

This information provides a clear picture of how technology has made changes in the education section towards having an appropriate measure of scales on how best students can acquire knowledge. It also addresses its flexibility in its studies that involve: rotation learning where students move from online learning to face to face learning, Flex where information is provided online, and the teacher provides support as students learn (Boelens at el 2015).

Conclusion

In conclusion, this mechanism should be prompted to more of all aspects of face to face, online and labs, but look to face should take a large portion of learning. I support my opinion because some subjects need the presence and explanation of the teacher over some concepts that are hard for students to understand. Technology is taking the lead in every aspect of learning. It is strength for this method of learning since it requires a little cost for installations; thus, it will be efficient to be installed. I will also support the enation of software tools that will help this system of learning since half of its work is based online. Therefore, blended education should be encouraged to be put into practice to bring proficiency I the education section.

Reference

Boelens, R., Van Laer, S., De Wever, B., & Elen, J. (2015). Blended learning in adult education: towards a definition of blended learning.

Brook, I., & Beauchamp, G. (2015). A study of final Year Education Studies Undergraduate Students’ Perceptions of Blended Learning within a Higher Education course.

Heinerichs, S., Pazzaglia, G., & Gilboy, M. B. (2016). Using flipped classroom components in blended courses to maximize student learning. Athletic training education journal, 11(1), 54-57.

Hilliard, A. T. (2015). Global Blended Learning Practices for Teaching and Learning, Leadership, and Professional Development. Journal of International Education Research, 11(3), 179-188.

Kintu, M. J., Zhu, C., & Kagambe, E. (2017). Blended learning effectiveness: the relationship between student characteristics, design features, and outcomes. International Journal of Educational Technology in Higher Education, 14(1), 7.

Motteram, G. (2006). ‘Blended’ education and the transformation of teachers: a long‐term case study in postgraduate UK Higher Education. British Journal of Educational Technology, 37(1), 17-30.

Nanclares, N. H., & Rodríguez, M. P. (2016). Students’ Satisfaction with a Blended Instructional Design: The Potential of” Flipped Classroom” in Higher Education. Journal of Interactive Media in Education, 2016(1).

Nortvig, A. M., Petersen, A. K., & Balle, S. H. (2018). A Literature Review of the Factors Influencing E-Learning and Blended Learning concerning Learning Outcome, Student Satisfaction, and Engagement. Electronic Journal of E-learning, 16(1), 46-55.

O’Byrne, W. I., & Pytash, K. E. (2015). Hybrid and blended learning: Modifying pedagogy across path, pace, time, and place. Journal of Adolescent & Adult Literacy, 59(2), 137-140.

Vo, H. M., Zhu, C., & Diep, N. A. (2017). The effect of blended learning on student performance at course-level in higher education: A meta-analysis. Studies in Educational Evaluation, 53, 17-28.