MODEL-BASED COURSE DESIGN FOR EFFECTIVE BLENDED LEARNING APPROACHES

• Published in: International journal of advanced research in computer science 2020-10, Vol.11 (5), p.27-30
• Main Author: Daniel, Adekola Olubukola
• Format: Article
• Language: English
• Subjects: Blended learning; Distance learning; Materials handling; Online instruction; Relaying; Students; Teachers
• ISSN: 0976-5697; 0976-5697
• DOI: 10.26483/ijarcs.v11i5.6645

Blended learning has come off, more or less, as the most logical and natural evolution of our learning systems. It suggests an elegant solution to the challenges of tailoring elearning environment to facetoface learning environment. It represents an opportunity to integrate the innovative and technological advances offered by online learning with the interaction and participation offered in the best of traditional learning. It can be supported and enhanced by using the wisdom and onetoone interaction of personal coaches. Believe it or not, the relevance of the pedagogy used in relaying knowledge cannot be overemphasised. Also, it has long been recognized that specialized delivery technologies can provide efficient and timely access to learning materials. A teacher handling facetoface students might be able to discern when they are getting the message by their countenances or when they don’t seem to by their reactions. How would an elearning teacher meet the needs of their students psychologically, morally, socially and even academically since they cannot see each other? That brought the needs for the blended knowledge of ensuring that there is a predefined method of transferring idea to online students in such a way that the needs of these students are met. This is to fill such gap. This research considered the following four stages as paramount to the development and practice of blended elearning which was adapted from IBM 4tier: learning from information, learning from interaction, learning from collaboration, and learning from collocation.