Blended Learning for Quality Education in Universities.

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■ Blended learning is the deliberate synthesis of
online and face-to-face contact time between
teaching staff and students to transmit knowledge.
■ It has been particularly appealing to an increasing
number of higher education institutions (HEIs) in
recent years all over the world.

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I
The purpose of this presentation is to introduce the concept of
blended learning to colleagues at NIAS and to the rest of the
teaching staff in the University to ensure that the recent UGC
guidelines on BL can be implemented here successfully.

5. Blended learning is a mix of:
▪ Multimedia technology;
▪ CD ROM video streaming;
▪ Virtual classrooms;
▪ Voicemail, email and conference calls;
▪ Online text animation and video-streaming.
▪ All these are combined periodically with traditional forms
of classroom f2f teaching.
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7. ■ It is more interesting to learners and produces better
outcome.
■ It offers some flexibility and choice to students in terms of
time, place and pace of learning.
■ Allows acceptability of several learning modes >> face to
face / online learning/ distance or virtual mode.
.
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8. the whole scenario of learning
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▪ learning can be more targeted, focused, delivered bite-size, just-intime;
▪ learners can interact with the tutor;
▪ learners can interact with their peers;
▪ learning materials are readily accessible;
▪ a variety of techniques can be utilized for learning and assessment;
▪ the learner gets a richer experience than simply reading the flat text;
▪ provides ultimate flexibility and permits students to learn in a way that works for them;
▪ it can build on other off-the-job provision to learn job-oriented skills.

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How is it different ?
■ Basic ICT use, which may include the use of ppt presentations in class, and
e-enhancement i.e. the provision of on-line lecture notes, announcements
and basic communication, hardly qualifies as blended learning. Usage of
theses technologies is in practice for traditional learning for long.
■ Blended learning consists of fully face-to-face learning at one end and fully
on-line (‘e-intensive’) learning at the other. ‘Basic ICT use’, ‘e-enhancement’
and ‘e-focused’ learning can be found at other points along the Blended
learning continuum. Here, ‘e-enhancement’ involves the use of on-line
discussions and exchange of interactive materials to support face-to-face
teaching.

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Different percentages of on-line ‘content delivery’ have been
used to classify various BL modes.

11. Traditional and web Facilitated Learning*
Content
delivered
on-line
Type of
course
Typical description
0% Traditional No on-line technology is used. Content is delivered in writing and
orally.
1-29% Web
facilitated
Web-based technology is used to facilitate what is essentially a
face-to-face course. An LMS (or CMS) or webpages are used to
post content.
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* Allen, I. E., Seaman, J., & Garrett, R. (2007). Blending in: The extent and promise of
blended education in the United States. Needham, MA: Sloan-Consortium.

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Content
delivered
on-line
Type of
course
Typical description
30-79% Blended/
Hybrid
A blend of on-line and face-to-face learning. A substantial
proportion of the content is delivered on-line and on-line
discussions are typically used. Some face-to-face meetings are
typically used.
80%+ On-line A course in which most or all of the content is delivered on-line.
Face-to-face meetings are not typically conducted.
* Allen, I. E., Seaman, J., & Garrett, R. (2007). Blending in: The extent and promise of
blended education in the United States. Needham, MA: Sloan-Consortium.
Blended and Online Learning*

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This classification sparked sharp criticism.
▪ In this classifications emphasis is on ‘content delivery’ and not on the
contemporary conceptions of how students learn their course. Students as active
participants in the learning process, are not simply the passive recipients of
‘delivered’ knowledge. Content delivery is not knowledge delivery.
▪ These percentages are of relatively little value in current conceptions of blended
learning, in which the ‘quality’ of on-line/face-to-face activities is emphasised as
opposed to the ‘quantity’ of content delivery.
▪ Even if only a relatively small percentage of a course is on-line, it can still be
counted as ‘blended’ if both the on-line and face-to-face elements are carefully
designed and well integrated.

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The UGC has allowed all Higher Education Institutes to teach up to 40 % of
syllabus of each course (other than SWAYAM course) through online mode
and the remaining 60% syllabus of the concerned courses in off line mode.
However, examinations for both 40% online and 60 % offline teaching will be
conducted offline.

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It is not clear what would be the basis for bifurcating the
syllabus into two i.e. 40% online and 60% offline
segments. It is left on the discretion of the concerned
course teacher or to a core committee constituted by
the Institute/University.

16. 1 Blended face-to-
face class
in-person class teaching; use of ppt, animation, videos etc to
deliver lecture, online reading materials, home assignments,
and quizes
2 Rotation model Students in a course rotate between various modalities, one of
which is online learning. Other modalities- Lab visits; Class -
room lectures.
3 Flipped
classroom
Students watch a short lecture video online and come into the
classroom to complete activities such as group work, projects
or other related exercises. The flipped classroom is a variant of
the rotation model.
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17. 4 Self-blend model Students are enrolled in a school but take online courses in
addition to their traditional face-to-face courses. They are
not directed by a faculty member and choose which courses
they will take online and which they will take in person.
5 Blended Massive Open
Online Courses (MOOC)
It is a form of flipped classroom using in-person class
meetings tosupplement a massive open online course.
6 Flexible-mode courses Instructions in a course given in in multiple modes - in
person as well as various online modes as per the need.
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18. ▪ For effective realisation of the blended learning the teacher must carefully
redesign the teaching schedule so that the blended model supports relevant
course features, targeted learning goals and the needs of students.
▪ He should acquire all necessary skills to integrate the course contents intelligently
with ICT tools. To be updated, auditing online contents regularly is very important.
▪ Institutional leadership needs to be suitably attuned to the needs of their teaching
staff, students, and the overall demands of a cross-cutting strategy to improve
learning experiences both online and in person.
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Online Learning Material
▪ Content should be high quality, concise and interesting;
▪ Use a journalistic, conversational style rather than an academic or
bookish approach;
▪ Refer learner to other sites for articles, resources;
▪ Ideally use a designer to enhance your words on screen;
▪ Make careful use of illustrations and animation;
▪ A clear form of navigation is important to help the learners find their
way around.
▪ It should provide the learner a hustle-free, knowledge gaining
experience.

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▪ Student is the prime stakeholder in the education system.
▪ All teaching efforts should be student centric
▪ Courses to be developed/ designed to meet their needs and aspirations
▪ Availability of multiple entry and exit points
▪ Enhanced accessibility to several modes of learning
▪ Integration of subjects/ disciplines/ and of traditional and vocational courses
▪ Impetus on blended modes of acquiring knowledge.
▪ Reforming the examination systems

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▪ Inter-disciplinary courses or specializations factoring normal and skill oriented
vocational courses at par;
▪ Flexible education or the merging of regular, distance, online and virtual modes;
▪ Flexibility to study in any national or international institutions;
▪ Converting credits earned into degrees and diplomas;
▪ Enabling a lifelong learning process so that the notion of a fixed time for education
is done away with option of multiple entry and exit points;
▪ Opportunity to indulge in a potpourri types of course leading to something called a
“Bachelor of Liberal Education” in the event of credits earned not adding up to a
specific discipline.

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Impetus on E-learning
▪ Web sites that focus on specific product and service offerings
highlighting features and benefits of the course contents,
▪ Specific sites that allow you to download articles and tools, either
free or on purchase basis.
▪ Online learning programmes incorporating activities and information
that are very similar to other forms of distance learning;
▪ Online learning portals take you through a variety of online
and offline provisions for a particular course/ degree/ diploma etc.

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E-learning network

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▪ Open Educational Resources (OER)
▪ National Mission in Education through ICT (NME-ICT)
▪ National Programme on Technology Enhanced Learning ( NPTEL)
▪ Interactive Electronic Program Guide (i-EPG)
▪ National Digital Library of India (NDLI)
▪ Massive Open Online Course (MOOC)
▪ Study Webs of Active-Learning For Young Aspiring Minds (SWAYAM)
▪ Learning Management Systems (LMSs)
▪ SimLab+ / Virtual Lab/ Robotics/ FOSSEE/ Blogging / Stickynotes/

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IPSIT is an acronym for vital activities performed in BL.
They are listed below:
▪ Identify Resources and Learner-centred Activities
▪ Provide resources and announce activities on LMS
▪ Scaffolding and Support to learners
▪ Identification of learning gaps and feedback
▪ Testing

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Innovative Evaluation and Assessment
▪ Group examinations
▪ Open book examination
▪ Spoken / Speaking examinations
▪ Evaluation of e-Portfolio
▪ Creative Products – conceived and made
▪ Classroom/Online Quizzes
▪ Discussion followed by a written tests
▪ Using AI tools for Proctoring and assessments

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▪ Examination: spoken or written / online and offline/
duration / weightage(marks) / frequency
▪ Assessment: Scoring Criteria / weightage for online and offline
activities / self assessment key / result date / date to fix
grievances

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▪ Many HEIs are financially weak and unable to invest on
development of a robust, sustainable infrastructure to carry out
their BL programmes successfully.
▪ Since the government has the fundamental responsibility for
promoting access to quality education and the NEP 2020
recommendations are to be implemented, such institutions
need to be assisted to build their own capacity to drive and
support blended learning.

29. ▪ This note provides pragmatic guidance for HEIs in the country to build their
own capacity to support and implement blended learning.
▪ The National regulatory bodies should now actively explore composition of
blended learning curricula, massive open on-line courses (MOOCs) and
micro-curricula to promote the spread of quality courses using IT tools.
▪ Although several examination modes have been suggested but scoring
guidelines or weightage assigned to different online and offline learning
activities is not indicated. It’s not clear whether the Institute is free to
formulate its own explicit set of criteria / or the UGC will provide a rubric for
the assessment.
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30. Challenges
▪ Despite promising practices, the sustainability and scalability of blended
learning has been an enormous challenge.
▪ To succeed, students need learning opportunities to be creative with
guidance from well-qualified, competent and skilled faculty. This is lacking
or not to the mark at many HEIs.
▪ Teachers and administrators are not well prepared and motivated do their
job efficiently in this mode.
▪ Institutions don’t possess robust infrastructures for running scheduled
online interactive classes seamlessly .
▪ Interruptions in internet connectivity during the course of teaching /
examination.
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▪ The future of blended learning will very much depend on the
pace of change in any organization and the level of commitment
to doing things differently.
▪ Introducing the online components of blended learning does
require appreciable investment, but the cost-savings could be
significant in the longer term.
▪ It represents a very intense way of targeting the learning group,
and thus it requires infrastructural support and commitment at
the highest level to really exploit its full potential.

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▪ At GNSU blended learning has already been in practice for long.
Teaching staff currently practice the blended model according to their
understanding and experience of teaching.
▪ In order to strengthen and improve quality of the existing e-learning
process at institution level, the university will continue to pursue a well
planned supportive strategy for competence-building of all the teaching
staff.
▪ Innovation in teaching has become a strategic priority as the university is
experiencing an increasing need to find cost-effective ways of attracting,
retaining and serving students who may not be looking for traditional
education.

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▪ Learning is all about evolving, growing and gaining wisdom. Blended
learning is a novel mode to do this. It can be a highly effective means of
actively engaging a diverse range of students and beneficial in several
ways, if implemented and supported appropriately.
▪ Although blended learning design and implementation may be
context-dependent, an institution-wide systematic consideration and
strategic planning of blended learning may be necessary for all HEIs to
bring about transformations in teaching and learning practices.

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▪ Technological developments in ICT must be integrated into learning and
teaching through course redesign processes to achieve real objectives of BL.
The National Regulatory Agencies like AICTE, ICMR, ICAR, UGC, CEC should
take responsibility to redesign the course curriculum to match the BL mode
appropriately.
▪ Institutional-level infrastructures, strategies and supports should be
strengthened to enable and encourage the rapid transition to BL mode.

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This presentation is based mainly on a UGC document entitled
“Blended Mode of Teaching and Learning: A Concept Note”.
The author gratefully acknowledges all the sources from where
information has been collected for this ppt .

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Thanks!