There is no one way to approach blended learning.
However, one widely adopted model is the Community of Inquiry framework by Garrison, Anderson, and Archer, 2000. The framework illustrates a process for creating a rich and meaningful (collaborative-constructivist) learning experience through the development of three interdependent elements – social, cognitive, and teaching presence (Garrison, Anderson, & Archer, 2000) as shown below.
Figure 1: Community of inquiry framework. Reprinted from The Community of Inquiry, by T. Anderson, R. Garrison, & W. Archer 2000. Retrieved from https://coi.athabascau.ca/wp-content/uploads/2014/07/COI-ANIM.swf. Reprinted by permission.
Another framework derived from instructional design, Merrill’s First Principles of Instruction (2002) states:
Learning is promoted when learners are engaged in solving real-world problems.
Learning is promoted when existing knowledge is activated as a foundation for new knowledge.
Learning is promoted when new knowledge is demonstrated to the learner.
Learning is promoted when new knowledge is applied by the learner.
Learning is promoted when new knowledge is integrated into the learner’s world.
Figure 1: Merrill’s First Principles of Instruction framework. Reprinted from First Principles of Instruction, by D. Merrill, 2002. Retrieved from https://link.springer.com/content/pdf/10.1007/BF02505024.pdf.
There are a variety of blended learning approaches you could model. Blended learning incorporates various active learning strategies, which may include any of the following:
To learn more about how to apply these frameworks and blended learning approaches to your course, please book an appointment with a Teaching Development Facilitator by emailing: firstname.lastname@example.org .