Blended Learning

About Blended Learning

Blended Design
Technologies for Blended Learning
Workshops and Seminars

At the Cave Hill Campus the term 'blended learning' broadly refers to the use of information and communication technologies (ICTs) for the enhancement of learning, teaching and student engagement.  The following definition proposed by Krause (2007) is used as the framework for policy and practice:
“Blended learning is realised in teaching and learning environments where there is an effective integration of different modes of delivery, models of teaching and styles of learning as a result of adopting a strategic and systematic approach to the use of technology combined with the best features of face-to-face interaction.” (Krause, 2007)

The Cave Hill Campus aims to be an institution in which Faculties, Departments and individuals are empowered to be innovative in harnessing available and appropriate ICTs to create teaching and learning environments that are pedagogically sound, learning-centred and engaging, and facilitate the most efficient and effective use of human, technological and physical resources.  

Benefits of Blended Learning
  • Enriches the student experience and learning outcomes
  • Meets the expectations of students for utilizing technology and fosters the development of important new skills for work in the global networked environment
  • Caters to individual needs, learning styles and schedules
  • Encourages the development of independent learning skills
  • Fosters among faculty the development of new skills and knowledge to transform teaching
  • Fosters connections between the classroom and the “real world”
  • Facilitates more efficient use of resources.
  • Makes optimal use of physical and virtual resource

Principles of Blended Learning
  • Effective Blended learning is achieved through a process of systematic course design/redesign or better still, learning design, that takes account of the best features of the online and face-to-face learning environments
  • Effective learning, understanding and transfer of knowledge represent the principal consideration in blended course design and development
  • Effective blended learning thoughtfully integrate face-to-face and online learning
  • Blended approaches are designed to improve the student learning experience, optimize student engagement, and lead to improved learning outcomes
  • Blended approaches cater to diversity among students
  • Students must be adequately prepared to function in a blended learning environment
  • Faculty must be adequately trained and supported in the science and art of blended course design, development and delivery

“It requires one to challenge the fundamental assumption of the current instructional model:
that faculty members meeting with groups of students at regularly scheduled times and places is the only way to achieve effective student learning.  Rather than focus on how to provide more effective and efficient teaching, colleges and universities must focus on how to produce more effective student learning.  Faculty are only one of many resources that are important to student learning.  Once learning becomes the central focus, the important question is how best to use all available resources – including faculty time and technology – to achieve certain learning objectives.”

(Twigg 1999, pg4)  

Centre for Excellence in Teaching and Learning(CETL)
Tel: (246) 417-4202