M.ARCH (ARCH. PEDAGOGY
FACULTY OF ARCHITECTURE AND EKISTICS
JAMIA MILLIA ISLAMIA
Blended learning systems combine face to face instruction with computer-mediated instruction. Traditionally, these learning environments have co-existed as separate methods addressing the needs of different audiences. Digital technologies have primarily served a supplemental purpose, helping to support face to face instruction though interactive activities, simulations, graphics & animations. Blended Learning is an approach to course design that meaningfully brings together the best of both face-to-face & online learning. It is not intended to supplant either of these individual approaches, rather to build from each to create a new, more effective learning experience for students. Blended learning is replacing "e-learning" as the next big thing. Blended learning programs are perhaps the highest impact, lowest cost way to drive major corporate initiatives. Blending classroom teaching and learning approaches with the use of Web technologies is currently one of the major topics in e-learning research, both in educational and workplace environments. Among several research threads, a recent and highly relevant one concentrates on capturing successful blended learning practices and design experiences inherent in existing learning management systems in the form of reusable patterns. Since we have found that one of the most critical factors of successfully blending online with face-to-face learning is making situated and targeted, thus deliberate use of learning technology, we aim to capture successful blended scenarios for dissemination and reuse across educational domains.
Therefore, in view there is need to build awareness towards two basic dimensions of blended learning:
First, the structural (vertical) dimension addresses the space between didactical considerations and the employment of Web technology for teaching and learning purposes. What lies between these two? How can we project and support learning activities on a learning platform in a situated way? How can technology be employed to enrich learning processes? The current state of blended learning research resembles rather a phase of experimentation: reports are mostly experience-based, deductive in reasoning and often lacking cues on how to generalize employed scenarios and conclusions to enable transfer to other domains. The fundamental question, “what is the added value for learning and how can that added value be achieved?” tends to be buried in a myriad of undoubtedly important but quite unstructured issues, ranging from finding identities in purely virtual networks over user interface issues to acceptable response times when downloading e-content from remote sites. While all these issues are essential in specific contexts, they need to be addressed more systematically and, whenever possible, features should be investigated and discussed in relationship to existing or new theories. Dynamical dimension:-
Second, the dynamical (horizontal) dimension addresses the change that technology brings about for learning processes over time. Introducing blended learning is certainly not a one-time effort. Rather, it follows an iterative, incremental process where technology should act as the enabler, with both established and new, media-didactic learning theories, acting as the primary drivers of change. This line of argumentation is currently gaining increasing support, e.g., [Hamid 2002] records that “unfortunately ... the emphasis on e-learning in the past has been on the ... technology. There is a need to shift the emphasis ... to the learning”.
The Variety of E-Learning Instructional Methods & Activities:- A particular learning event will engage a learner in Receptive, Directive, Guided Discovery or Exploratory Learning; while the sequence of activities in a...