Topic 4: Design for online and blended learning
What is the right design?
According to literature, improving the design for online and blended learning could improve retention of students in higher education.
Online learning provides an opportunity for instructors to interact with students in a digital space whereas blended learning uses face to face interaction and digital platforms to promote teaching and learning. Scaffolding according to the article by van Ameijde, Weller and Cross (2018) is a possible intervention teaching and learning strategy that could also improve retention. The factors that could influence retention is the acronym ICEBERG: Integrated, Collaborative, Engaging, Balanced, Economical, Reflective and Gradual and was a study that was undertaken by researchers at the Open University in the United Kingdom.
I believe that our group PBL 3 has attempted in designing an online course using Gilly Salmon’s 5 stage model,that will address these factors and promote scaffolding for effective teaching and learning. We found it challenging to decide on what the course will entail and how we will present it. After many discussions and interaction with the FISH table, we were able to combine all the design elements for the instructor or facilitator. We also introduced gamification and a moodle dash board to assist students and instructors in becoming more interactive in an online space.
I have implemented scaffolding in my lectures by also using the KWL chart and this has helped me assess students’ prior knowledge and level of wanting to learn more in a module. However, I also need to explore more strategies like the ABC model and how I could use this model next year especially in the area of developing conceptual understanding of difficult topics in science and technology education.
References
City University London. (2016). Online Facilitation Techniques. Web resource.
van Ameijde, J., Weller, M. and Cross, S. (2018).
Learning Design for Student Retention. Journal of Perspectives in Applied Academic Practice, Vol 6 | Issue 2 | pp.41-50.
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