How to Use a Blended Learning Approach
Blended learning is a commonsense concept that results in great learning success. The blended learning approach is simply acknowledging that one size doesn’t fit all when it comes to training. In a nutshell, blended learning means using more than one training method to train on one subject. Here are several good reasons to use a blended learning approach:
- A University of Tennessee study showed that a blended learning program reduced both the time and the cost of training by more than 50 percent.
- The same study showed a 10 percent improved result in learning outcomes compared with traditional training.
- Learning experts believe that a big advantage of blended learning is that it more closely replicates how people actually learn on the job, through experience and interaction with co-workers.
This approach works well because the variety of approaches keeps trainers and trainees engaged in training. Blended learning simply makes a lot of sense. Consider the many factors that affect training:
- Subject matter
- Audience make-up
- Types of learners
- Budget considerations
- Space constraints
- Compliance issues
Any or all of these considerations affect your choices for training and may even necessitate that you use a blended learning approach. Chances are you already use this method perhaps without even realizing it. Have you ever:
- Used a PowerPoint training session and incorporated written quizzes, small group discussions, and role plays at various points in the training?
- Broken a complex subject into parts and used a different training method to teach each section or step?
- Used a live trainer with hands-on demonstrations for initial training and a CD-ROM or online course for refresher training?
If you have done any of the above methods, you are already using a blended learning approach. Here’s how to plan a blended learning training program.
Once you’ve identified training needs, answer these questions about each situation:
- What are the training conditions?
- Do you have a classroom? How many people will it hold?
- How many computers do you have access to?
- What resources are available?
- What are the characteristics of the training content? Is it soft or hard?
- Who is your target audience?
- What are its demographics?
- How many languages do you need to accommodate? Which ones?
- How many employees need this training?
- How quickly do you need to accomplish this training?
Your answers will direct you to the optimal delivery method. However time consuming this process may seem, blended learning offers trainees a well-planned session that is custom-designed for them, the subject, and the learning environment. In the long run, blended learning saves time and money since this training process is an efficient use of resources to help employees develop sufficient levels of knowledge retention.
23.Analyze the types and peculiarities of pedagogical technologies.
24.Provide ways to organize a higher education process on the basis of credit technology.
Organization of educational process
MC is approved by an authorized education body. It defines a workload of each academic discipline of the mandatory component in credits and an elective component is indicated by a total number of credits.
WC determines a list and workload of each academic discipline of a mandatory component and an elective component in credits, order of studying them, types of academic lessons and control forms.
ICP defines an individual educational path of each student separately. ICP is approved by the Dean of Faculty (Head of Department) in three copies: one is kept in Dean’s Office (Department) and serves as a ground for monitoring
student's completing and learning of the curriculum, the second is transferred to the Office of. Academic process according
to credit technology of education Basic tasks of organizing the academic process according to
credit technology are:
1) unification of knowledge volume;
2) creation of conditions for maximum individualization of
education;
3) strengthening the role and effectiveness of independent
work of students;
4) identification of the actual learning outcomes of students
through effective procedures for their control.
Credit technology of education includes:
1) introduction of the credit system to assess the workload of students and teachers for
each discipline;
2) freedom of students in selecting disciplines included in CED which provides their
direct participation in the formation of ICP;
3) freedom of students in choosing an instructor;
4) involvement of advisors in the academic process to assist students in choosing
educational path;
5) use of interactive teaching methods;
6) enhancing students' independent work in learning the study program;
7) academic freedom of the faculty (department) and chairs in the organization of the
academic process, formation of educational programs;
8) providing the academic process with all necessary learning and teaching materials in
print and electronic storage media;
9) effective methods of control of academic achievements of students;
10) the use of grade rating system of evaluation of academic achievements of students
for each academic discipline.
The organization of the academic process within one academic year is carried out on the basis of the
academic calendar which is approved by the Head of educational institution based on the decision of the
Academic (Pedagogical) Council.
Educational space the evaluation of students’ workload in credits ECTS (European Credit Transfer System —
European Credit Transfer System) which can be described as a system allowing conversion of credits obtained at
different educational establishments. This is an accumulative system which can operate as part of continuous education.
ECTS credits contain results of all types of academic work and provide a standardized approach to the education. The
value of credit is 36 academic hours. One semester is equal to 30 credits, and one academic year accounts for 60 credits.
Credit technology of education The accountability units of the students’ study time are as follows:
Academic hour — a minimal accountability unit which is the basis for planning and assessment of lectures, seminars, practical training and laboratory classes. One academic hour contains 45 minutes.
Clock hour — an accountability unit which contains 60 minutes. It is used for evaluation of such types of learning activities as control papers, control tests, diploma works, practical activities etc.
Academic day — part of academic time which doesn’t exceed 9 hours.
Academic week — part of academic time which lasts not more than 54 academic hours.
Academic semester — part of academic time which ends with the final semester control tests. The duration of semester is determined by the curriculum. As a rule, it accounts for 17-18 weeks speaking about the first three years of study.
І semester — from September till January;
ІІ semester — from February till July.
On a year of graduation semester may be shorter.
Academic year lasts 10 months. As a rule, it starts on 1st of September.
It consists academic weeks, module and final control tests, end-of-semester
examinations, days-off, festive days and vacation.
Training course is a completed period of study which takes one academic year. The training course includes academic semesters
and vacation. The total duration of vacation as for 1 training course (exclusive of the last training course) is not less than
8 weeks. Due to different circumstances, the training course of some students may last more than one academic year (academic
vacation, taking the same course once more etc.). The terms of study (speaking about a certain training course) are specified
in the respective orders.
According to ECTS system student must fulfill the set of requirements for a subject to be mastered at a certain level. Has specified the following grading scale:
A (90-100) — “excellent”
B (80-89) — “good”
C (70-79) — “good”
D (60-69) — “satisfactory”
E (50-59) — “satisfactory”
FX (24-49) — “fail”
F (0-23) — “fail”
As a result, if the student has at least 50 points, he/she has got a “credit”, the examination/test is passed.
Education is available on a full-time and part-time basis. The educational process is carried out in the following organizational
forms:
Academic classes (lecture, laboratory class, practical class, seminar, consultation);
Individual work;
Practical training;
Control test.
Different forms of study may be combined. The chosen forms of study mainly depend on the subject.
Letter system of evaluation of educational achievements of students corresponding to the digital equivalent on four-point system
