Self-blended model of learning
 | This article has multiple issues. Please help improve it or discuss these issues on the talk page. (Learn how and when to remove these template messages)
|
| Educational research |
|---|
| Disciplines |
| Core ideas |
| Curricular domains |
| Methods |
The self-blended model of learning (or self-blend model of learning) is a model of blended learning in which students take self-directed online courses in addition to their traditional face-to-face learning.[1] It differs from blended learning models in which teachers assign online content and resources, since in self-blended learning it is the students who direct their own online learning.[2] It is a highly flexible model that allows for advanced students to take classes with increased specialization, and for students who have fallen behind in subjects to catch up on fundamentals.[3]
This model of blended learning is commonly practiced among high school students, who follow this approach because it gives them the opportunity to supplement their studies in the traditional classroom setting.[2] College students may also take online classes which are not offered by their university, allowing them to gain additional knowledge while still benefiting from a traditional university setting.[1] Furthermore, students can participate in self-blended learning at odd hours or during weekdays, which is often essential to working adults.[3]
The self-blended model of learning is generally approached by students opting to take online courses outside of the time they spend on traditional courses. It tackles the problem of the courses or subjects which are not provided by their school due to reasons such as lack of funding or time, or lack of student interest.[3]
Students take online courses either in a brick-and-mortar campus or offsite.[4] It is not necessary to have computers at home for students who use the self-blended model of learning, as they can access the internet at their own school computer labs or use local libraries to complete their work. They can also use nearby cyber lounges.[3]
Use[edit]
The self-blend learning model is frequently adopted by high school students, as it necessitates students to oversee their learning progress and take initiative, tasks younger students may find challenging to manage. Contrary to the rotational model of learning commonly employed in elementary schools, high school students often supplement their in-person courses with online math, English, and social studies courses. For instance, students may utilize online resources for advanced placement courses or for remedial learning in subjects where they seek additional support.
Advantages[edit]
There are a number of advantages to the self-blend model of learning:
- It is very helpful for dropout students to recover, earn college/AP credit or to recover credits.
- It not only enhances the classroom learning but it also provides access to the online course which are otherwise not offered in the school due to various reasons, such as lack of funds, time and resources.
- In addition to the access to the online courses, it also enhances the digital literacy of the students, useful for students entering a 21st century workforce.
- Taking online courses is more affordable for the students.
- It provides opportunities to take up specialized courses, such as college preparatory skill and life skills courses.
- It can be used for professional development as well as for instructional purposes.
Disadvantages[edit]
The main disadvantage of the self-blend model is that the students will not receive face to face instruction for that particular course. It also involves a lack of formal structure for the undisciplined and unmotivated students.[5]
See also[edit]
References[edit]
- ^ a b Stecyk, Adam (2018). "Assessment of blended learning mechanisms and models". European Journal of Service Management. 27 (3/1): 299–305. doi:10.18276/ejsm.2018.27/1-38. ISSN 2450-8535.
- ^ a b Bull, Bernard D. (2017-05-11). Adventures in Self-Directed Learning: A Guide for Nurturing Learner Agency and Ownership. Wipf and Stock Publishers. pp. 16–17. ISBN 978-1-5326-1584-9.
- ^ a b c d Priya, J. Johnsi; Gowrishankar, M. "Blended Learning Approach: Significance of Flex and Self-Blend Models". Constructivism in Teaching and Learning: 178–195.
- ^ Dr. Aline Sarria and Elizabeth Carrandi Molina (13 November 2013). "An Innovation Sensation: Shifting Charter Schools from traditional to Blended Learning Models" (PDF). Archived from the original (PDF) on 26 September 2015. Retrieved 2015-09-25.
- ^ "6 Models of Blended Learning - DreamBox Learning". dreambox.com. Retrieved 2015-09-25.