In this article, blended learning has the potential to enhance the student experience, both
In this article,blended learning has the potential to enhance the student experience, both such as engagement and flexibility, it can be difficult to have this effectively done. Although to achieve these goals for an introductory Pathology course,for example, offered to more than 250 undergraduate students at UNSW Sydney Australia,the approach is different. Blended learning models can be dedicated to information transfer from a content expert to a novice student or new. The extent to which students engage with the content is high,although small group teaching provides opportunities for direct interaction between the learner and the teacher, potentially enabling the student to obtain immediate feedback and clarification. However, large-group sessions such as lectures are often relatively impersonal and students may find this approach who may not find ideal for their learning. Advantages of fully online courses are that they can be student more flexible and may promote self-directed learning.
At the same time, blended learning has the potential to achieve the best of both face-to-face and online learning.Blended learning maintains student-teacher interaction and peer learning, but can be more flexible by providing some assignments online and reducing the number of hours that students are required to be in class.Although it can be face to face and some blended on line assignments or teaching any content where students can have a chance to select and feel more comfortable.Style and complexity can be helpful to students where it can be a great tool in this century. Researchers are continuously checking what is the best model that can help students to achieve their education.
Works cited:
A Model for the use of blended learning in large group teaching sessions.
| Accommodations & modifications. (2010). From LD Online. Retrieved from http://www.ldonline.org/indepth/accommodationsAdaptations and modifications for students.2011 Austin, V.L. (2000). Teachers’ Beliefs About Co-Teaching. In Remedial and Special Education (Vol. 22, No. 4). Retrieved from http://faculty.mville.edu/austinv/Teachers%27%20Beliefs%20about%20Co-teaching.pdf |
Cristan Herbert, Gary M. and Rakesh K. Kumar