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  1. Blended Learning is an approach that provides innovative educational solutions through an effective mix of traditional classroom teaching with mobile learning and online activities for teachers.
  2. The events of the last nine months have launched the phrase “blended learning” into the mainstream. I worry that instead of articulating the value of a powerful blend of online and offline learning, teachers are receiving the message that they “must” adopt blended learning to meet the demands of the moment.
  3. Blended learning combines face-to-face “methods with computer-mediated activities to form an integrated instructional approach” (Pennsylvania State University, 2009). The term “blended learning,” also referred to as “hybrid learning,” represents a combination of F2F and online learning activities where computer-mediated activities replace “seat-time” in the classroom.

Online Teaching Strategies - a comprehensive website designed specifically for online teachers. Colorado iLearn Collaborative is a collaboration of districts and schools working together to expand quality blended and online learning opportunities accessible to all students. CiC offers direct support and resources to districts, schools,.

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This online presentation, developed by the Commission on Adult Basic Education (COABE), describes blended learning, an instructional approach that integrates face-to-face and online learning. The percentage of instruction delivered online is what differentiates blended learning from distance learning and web-facilitated instruction. In blended learning, online learning constitutes between 30 and 79 percent of instruction compared to less than 30 percent in web-facilitated instruction and 80 percent or more in distance learning. Online learning can be offered in real time or asynchronously and can range in complexity and cost from online lessons stored in free online filing systems, to sophisticated online platforms that offer multiple features.

There is evidence suggesting that blended learning has some advantages over traditional classroom instruction. This presentation includes information further explored in the report, Blended Learning for the Adult Education Classroom. For example, the presentation shares data from the report indicating that Texas adult learners who received up to 50% of their instruction online outperformed those who attended traditional classes and those who received more than half of their learning online. A 2010 meta-analysis published by the U.S. Department of Education’s Office of Planning, Evaluation and Policy Development found that K-12 and higher education students learning online performed modestly better than counterparts learning the same subject matter through traditional face-to-face instruction.

Examples of how adult education teachers are using blended learning are provided as well as strategies for ensuring that students have access to technology and free blended learning tools.

This webinar provides a clear and useful introduction to blended learning and is suitable for new and veteran adult education teachers. The presenter reviews principles of blended learning and the reasons why instructors may wish to use it with their students. These reasons include acquiring digital literacy/online skills, providing a way for students to make up missed class work, and extending available learning time.


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Recognizing that the webinar is simply an introduction, the presenter frequently refers participants to Blended Learning for the Adult Education Classroom, a more in-depth report also included in the LINCS Resource Collection. The Blended Learning report identifies additional resources that will help adult education practitioners and adult education students make more effective use of online resources and formats.

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