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Skip to 0 minutes and 6 secondsI'm using blending learning in my teaching little by little. So I first started exploring blended learning by integrating some videos into the lecture activities in my Translation courses. And then I started exploring the use and the effectiveness of the flipped classroom in the lecture that I have, using videos, related readings, and linked assignments that are online. I then could link both the online and in-class activities together quite explicitly and be able to draw upon the strengths that each mode has and to be able to articulate this then to the students, so that they are aware of the benefits of both and also we are aware as a team of the limitations and possible miscommunications of each then.

Skip to 0 minutes and 53 secondsI think each mode brings with it some challenges, but also some strengths. I think overall, a combination has worked quite well in my teaching context, being able to draw upon the rich value of the face-to-face interaction in the traditional face-to-face lectures and some of the tutorials, but then being able to overcome the limitations of the face-to-face. For my teaching context, that's essentially around time and space restrictions, being able to deal with all languages in a limited amount of time, in a limited amount of space. And the online activities really allow us to overcome these limitations.

Skip to 1 minute and 32 secondsThe online activities in my teaching context allow me to show students how to engage with video content, with other types of industry material, with texts, with online resources, and so on. All of this, especially the how-to aspect, couldn't be done in a face-to-face way. And I feel that one mode in this sense really compliments the other. So in our first year Physics courses, we use blended learning and particularly with the labs.

Skip to 2 minutes and 2 secondsBefore the students come to the lab, they have a video to watch showing them the theory behind the lab exercise they're going to be doing, and then also introducing them to the equipment and how it works so that when they come to the lab they don't feel overwhelmed by the equipment and how does it relate. To make sure that they are properly prepared for the lab, they then have a pre-work lab test which is on Moodle and this counts as 25% of their lab mark. So in total, that's 5% of the course mark, so not a very high weighting. But that's enough to get them to do it.

Skip to 2 minutes and 36 secondsAnd we found this has made a big difference in how prepared the students come for the lab. So we also have discussion forums and things on the course Moodle site so that students have the opportunity to answer questions. The teaching context that I like to work with is primarily with lab practice. So I can teach across different contexts-- for example, lectures, tutorials, practical settings. But what we just experienced today was a practical lesson that included blended aspects of resources and other types of methods that we use in the lab to engage students into thinking and doing research practice.

Skip to 3 minutes and 20 secondsSo today's lab was really a hybrid or a blended lab where we use some demonstration type of hands on equipment and technologies as well as a virtual lab, and the two dovetail and work together to reinforce concepts, research concepts for students. I use blended learning for most of my courses now. This came from a couple of years ago, introducing it and just finding the students loved it. I loved it. It worked really well. The way that I use blended learning is by setting up a series of podcasts or sometimes video interviews, and then having a whole lot of material there that the students can explore at their own pace. Some of it necessary, some of it's optional.

Skip to 4 minutes and 11 secondsThis kind of gives a springboard for wider research that I encourage through class activities and through tutorial activities. Some of the benefits of this is the students can go at their own pace. They can explore just the things that interest them the most once they've got the core theoretical or technical knowledge. It also means that I'm able to go out, especially with things like media courses that involve sound for film or sound for games or scoring composition, there's people out there that are working in this field every day that have a lot of knowledge to impart.

Skip to 4 minutes and 49 secondsAnd it's really excellent to be able to go and interview some of these people and bring that back within the wider framework of the course. And doing stuff online makes this feel really natural and seamless. I also use online teaching a lot. I've started that 12 years ago. So I started doing online before it was that popular, I suppose. And I did it because I had less time in timetabled activities. When I first came in to teach my subject, which is Bio Statistics and Evidence-based Practice, there wasn't much timetabled activities for it. So I was forced into putting a lot of stuff online. And since then I've sort of got that to a blended state.

Skip to 5 minutes and 38 secondsSo there's a lot of stuff online that students can look at when they're at home, when they come back to a topic, maybe for studying, ready for an exam. So they're revising and they think I don't quite understand that, they can go back to it. They don't have to go through a whole lecture to find something. It's in the online tutorial. And they also can actually use it in the practical classes. So that's been a really good way of combining the concepts with the practical and allowing them to learn in that way. It was interesting because it was the FULT programme which enabled me to think I can use online.

Skip to 6 minutes and 17 secondsAnd I did that, but with the FULT training as well, I also then experienced discovering that it wasn't working because I'd learned how to do a little bit of evaluation of my own. And in discovering that it wasn't working, I realised that I had to link the two a bit more directly and have more face-to-face time. So the difficulty of blending is the balance. It's making sure that you have enough. The students are ready, so they're ready to actually engage with the online or the practical experience, and that they have enough support in doing that. So scaffolding of your concepts can help.

Skip to 7 minutes and 2 secondsBut also for me, it was trial and error, I must admit, over couple of years, trying to work out how much those students needed, practical sessions, how much online they could deal with and how that worked together. The feedback from online sessions showed that they wanted more face-to-face discussion. These are difficult concepts. They really needed to talk with someone, someone who wasn't a peer, someone who knew what the answers were or what this was about and could give them good examples. So it was a case of making a balance.

Blended and flipped learning: Benefits

How do blended learning and flipped class strategies they actually work in practice?

In this video (7:45) UNSW academics discuss their design strategies, which cover:

  • ensuring that blended learning is introduced gradually
  • strengths of both face-to-face and blended learning modes
  • blending learning for the introduction of Physics laboratory sessions for 1st years
  • engaging students in flipped classroom methods
  • blended learning in Media Studies which includes podcasts, video interviews and additional material the students can interact with at their own pace
  • moving a completely online course to a blended course, and getting the balance right

Academics in context

Information about the academic staff in this video and their professional contexts may be found in the Academics in context document.

Some of the key benefits of teaching online include:

  • Increased flexibility of time: Learning and teaching can occur at times that are more convenient and productive for both students and teachers.
  • Increased flexibility of location: Learning and teaching can take place in any location (home, office, while commuting, coffee shop) and can include students and teachers from diverse geographical locations
  • Context: Online education gives learning a new relevance to contemporary society and professional and industry practice
  • Information sharing: Online education provides opportunities to access and share information more easily and readily.
  • Online resources: Online education provides access to a greater depth and breadth of resources and information
  • Diverse and enriching experience: Online education can enhance the student learning experience by providing opportunities for cross-disciplinary, cross-cultural and/or cross-campus collaborations.
  • Access, equity & disability: Online delivery provides a mechanism for equal opportunity amongst students and teachers living with a disability, or who have accessibility difficulties that restrict their ability to attend a face-to-face class -Digital information literacy: Online learning develops digital literacy skills that are increasingly required in contemporary society and workplace environments
  • Administration: Online education can streamline some administrative aspects of teaching.

Talking point

What were some of the perceived benefits or challenges of the blended learning classroom model for students in these courses?

Were there any benefits for the teacher with this model of delivery?

ePortfolio Activity

ePortfolio banner You are ready to try the ePortfolio Question 2(b) activity, to design a Blended Learning Classroom Lesson Plan. Here is a PDF template or MS Word template, to help you complete this task. You don’t need to post the lesson plan in this Step.

The ePortfolio activity states:

Propose an active blended learning plan, based on the principles of constructive alignment which includes an aligned class learning outcome, activities, and assessment . Use the following headings as a guide to developing your lesson plan or use the PDF template:

  • Learning Outcome - consider a learning outcome for one lesson not necessarily a course learning outcome.
  • Who are the learners - consider cultural background, postgraduate/undergraduate.
  • Pre Class Independent Activity (prior to class) - consider what will your students do to be prepared for the in-class activity, and what do you need to prepare for the pre-class activity
  • In-Class Collaborative Activity - consider how will your students be engaged in-class.
  • Post-Class Activity (Independent or Collaborative) - consider what will students do after the in-class activity is completed.
  • Assessment - describe a formative or summative assessment task that you would ask your students to complete in order to assess whether they have met the intended learning outcome.
  • Evaluation / reflection - Evaluate how your active blended classroom lesson went.

Want to know more?

If you would like to more about this topic on the benefits of blended and flipped learning there are additional resources listed in the Want to know more.pdf for this step.

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This video is from the free online course:

Introduction to Educational Design in Higher Education

UNSW Sydney