Blended Learning does not only imply, however, that an online element is incorporated in traditional face-to-face teaching. Some teaching activities are best supported in face-to-face sessions, and some through the use of online tools and technologies or a combination of these. Some activities require physical attendance, whereas other activities may preferably be carried out online. You as a teacher may assess which activities should preferably be carried out online or in face-to-face sessions, and whether an activity should be carried out during or between teaching sessions.
Blended Learning may support students during their preparation activities and facilitate that their study activities between sessions result in concrete and visible products. Moreover, student preparation activities may more easily be included directly in the face-to-face sessions. The aim is to exploit the strengths of different communication and interaction types both online and face-to-face so as to adapt these to the specific teaching objectives.
Blended Learning may increase flexibility for students. This is achieved by combining online and face-to-face teaching as well as various types of synchronous and asynchronous interaction. This implies that the students’ work with academic content is independent of shared time and space and enables more differentiated teaching based on the students’ individual needs and preconditions.
Which activities should students engage in during their preparation time, and which activities should take place during face-to-face sessions?
How do I ensure that students’ asynchronous activities are relevant for their synchronous activities?
Which activities require the physical attendance of the teacher and students together, and which may be carried out online, individually or in a group.
Which technologies are best suited to support the work with and objectives of the activity?