I agree, Deborah, and have found the same with students. Often those students who have difficulty participating in a conventional classroom experience will have a much more effective learning experience in a dynamic environment - I also agree with your comments about student anonynimity...
I have yet to teach a blended class. But my initial anticipation is that the students will have real time interaction with additional links, blogs,and chats that can't happen as effectively in the on-ground classroom. I can see the opportunity for those students who are hesitant to participate in classroom discussions and group projects are provided an opportunity to overcome their reservations by engaging in the variety of blended avenues. It is easy to understand how chats and discussion boards could become very lively at times with even more involvement than campus classrooms.
Alan,
All true :) the concept of dynamic learning environments must also include the learner choice and customization of the space. This means that each learner can pursue their own learning in their own way. This also means that the instructor must rethink design and intervention throughout.
Dr. Ruth Reynard
Blended or hybrid courses have become increasingly popular as they combine the 'best of both worlds,' so to speak - they allow for a high level of flexibility for students in terms of providing asynchronous connection, interaction, and communication opportunities but still provide face-to-face opportunities with the teacher and peers.
I think it holds the student more responsible for there own learning as well. The student needs to be involved in the lesson much more than just being interested in it.
I think that variety is one of the most beneficial and distinguishing characteristics of a dynamic learning environment. Activities can be developed to match different learning styles and students can have choices in the types of activities they participate in.
A key to providing opportunities for growth and development is to provide learning environments that fundamentally are designed to engage the learner holistically and completely. Dynamic learning environments fuse the acquisition of new knowledge and the integration of those concepts to practice through meaningful exchanges and experiences. It provides multiple platforms in relation to course delivery and materials. It also fully supports the ideas of learner diversity and the need for multiple approaches and avenues for developing introspection and metacognition. In this model, not only does the facilitator guide activities, but it is also the responsibility of the learner to engage not only in the process of self-reflection and discovery, but also as a collaborative member of the course.
Dr. Stacee,
Yes, full participation is central for both students and instructors. Great points!
Dr. Ruth Reynard
As an older person that teaches only on-ground, I have never experienced the hybrid learning environment. I am taking this course to learn more about, and become more accepting of, this type of learning environment. From what I have read, it seems that the major differences are the level of pro-active student involvement in their own learning process. This has always been the goal of teachers, but in traditional applications can get lost in the minutia. In the hybrid blended format, the student must take the role more seriously and is less likely to "skate" through a course.
Janelle,
Good observation, Janelle. Yes, the concept is full participation which, as you say, is always the goal. In a context that uses digital tools, however, the "footprint" of the student or lack of one, is much more immediately apparent.
Dr. Ruth Reynard
With the new tablets and smaller laptops/netbooks, students seem to desire more opportunies for hybrid and blended learning. The more interactive the society with mobile technologies, student will demand more interactive classrooms. However, the need for face-to face opportunities and peer support will still be in-demand. Hybrid course offers the best of both worlds. Faculty members need to be more aware that interactive learning using technology will be come the norm. What new ways of teaching do you see evolving with tablet devices?
Phyllis,
Tablets provide direct access to research tools, writing or inputting tools and opportunities for customizing learning through direct interaction and response. All of this means that tablets or pads will engage students immediately. It also means, however, that instructors MUST move away from lecture and embrace facilitation and customized learning pathways for students - that is, not just presenting one path for the entire class group, but following multiple paths throughout the class.
Dr. Ruth Reynard
Ruth, you presents some very interesting points about utlizing tablets in the classrooms and customized learning pathways. There is definitely a need for faciliators to devise syllabi that will encourage students to be self directed in understanding how to explore different pathways. With the use of tablets, one approach for an assignment could be designed to consider the class as one group project; each student would be responsible for exploring and presenting their "individual" pathway to contribute to the "whole." Of course, one has to consider that students should also be encouraged to appreciate and embrace diversity and the output of contributions reflecting different learning styles.
Phyllis,
Very true...the instructor would have to spend time with orientation and assignment set up with the students in order for the students to succeed.
Dr. Ruth Reynard
The dynamic learning environment is "dynamic". It provides multiple avenues of discussion of the materials. It allows for various learning styles to succeed. It is designed to feed the interests of the students, no matter what those interests are. In other words, it is not a "one size fits most" that is usually found in a conventional environment. It provides customization options, which are then utilized by the students.
Conventional environments are stagnant. They do allow the faculty to make major shifts, nor provide the tools for students to easily learn more. Most of the time, an inquiring student will quit looking for answers because it is just too hard or too time consuming.
Eugene,
Yes, customization an ddirect application are central to the dynamic environment. Well said!
Dr. Ruth Reynard
Globalization has stretched the scope of the online learner population from a homogeneous profile of mostly adult, mostly employed, place-bound, goal-oriented, and intrinsically motivated to one that is heterogeneous, younger, dynamic, and responsive to rapid technological innovations. The concept of the independent, place-bound, adult, self-motivated, disciplined self-starter, and goal-oriented learner, which largely characterized the classic distance education learner, is now being challenged with socially mediated online learning activities that de-emphasize independent learning and emphasize social interaction and collaboration. Another important characteristic of the online learner that carries forward from the profile of the classic distance learner is self-directed learning. Furthermore, online learners must understand and value the learning opportunities afforded by collaborative and communication technologies in order to engage actively and constructively in learning. Competency in the use of online learning technologies, particularly communication and collaborative technologies, does not guarantee meaningful interaction, collaboration, and knowledge building in online learning environments. Hence Online learner has to be dynamic, be skilled in the use of online learning technologies, particularly communication and collaborative technologies, have a strong academic self-concept and good interpersonal and communication skills, have a basic understanding and appreciation of collaborative learning and develop competencies in related skills, and acquire self-directed learning skills through the deployment of time management and cognitive learning strategies.
Vimlarani,
Very well said...also to think about the customization and self-direction that characterize the dynamic learning space.
Dr. Ruth Reynard
Conventional environments worked on the "sage on the stage" principle where the instructor provided the knowledge and the student was responsible for absorbing it in any way he or she could. A dynamic learning environment turns this on its head. The instructor and the student are engaged in a relationship where they work together to explore issues, offer their own knowledge and experiences in a way that highlights the issues, and reach an understanding based on the collective wisdom of teacher and student. The teacher is indeed still an expert, but the teacher also acknowledges that students bring their own talents and ideas to the table that are valid.
Dyanamic learning environments should be responsive to student needs. The word dynamic suggests that the environment can be changed as needed. For example: In a computer applications course the instructor could develop activites based on student majors to make the course more relevant for students.
