Time/Date 26.02.24 27.02.24 28.02.24 29.02.24 01.03.

24
 Recap Day 1  Recap Day 2  Recap Day 3  Introduction
 Module Inauguration
 Module Leader  Blended Learning & Digital
09h00  Participants  Feedback, Giving & Receiving  Active learning & Storytelling Toolbox
 What the industry need?
 Introduction to EHL  Types of feedback  Definition & importance  Principles of digital teaching &
10h30  Explore the research from the
 Inaugural Quiz  Feedback vs Feedforward  6 types of Learning Types learning
different institutes
(individual & team)  Five criteria of feedback  Types of Learning Activities  Traditional vs Blended vs Flipped
 Group discussions
 Impacts of feedback  Storytelling Learning
 Digital Toolbox Demo

 One-On-Many (OOM) Facilitation  A real impact on sustainability

 Science & Art of Learning  OOO Session  OOO Session
11h00  Sequence, objects & activities  Brainstorm of what has an impact to
 Pedagogy & Andragogy  Live demonstration  Actual Run
12h30  Topics & Requirements middle management
 Bloom’s Taxonomy  Facilitation plan coaching  Facilitation plan coaching
 OOM Facilitation Checklist  Cases studies

12h30
LUNCH LUNCH LUNCH LUNCH LUNCH
13h30
 Elaborate what the training
should be
 Question Techniques
 OOO Session  OOO Session  OOO/OOM Session  Prioritize the objectives and topics
13h30  Application of question techniques
 Actual Run  Actual Run  Actual Run for maximum impact
15h00  Values of questions
 Facilitation plan coaching  Facilitation plan coaching  Facilitation plan coaching  Draft the program and compare with
 Types of questions
initial thoughts of EHL
 Draft plan and role-out of partners

 One-on-One (OOO) Facilitation

 From Teaching to Facilitation  Group Work, Case Studies &  Wrap up
 Rationale, caution & premise  OOO/OOM Session
15h30  Teaching vs. Facilitation Homework  Review the key elements
 Topics & MEP  Actual Run
17h00  How to Facilitate  Rationale & Design  Identify the risks
 Preparation & Checklist  Facilitation plan coaching
 Verbal & non-verbal communication  Develop & Use  Q&A
 OOO Learning Plan

 Recap Day 4
17h15
 Recap Day 1  Recap Day 2  Recap Day 3  Module Closure
17h30  Q&A and Feedback

 Pre-requisites for Day 2  Pre-requisites for Day 4  OOO & OOM Videos – sending to
Homework  OOO Facilitation Plan
 Pre-requisites for Day 3
 OOM Facilitation
 Pre-requisites for Day 5
Lausanne for evaluation

« EHT PROGRAM FACILITATOR » PROGRAM SCHEDULE

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 Time/Date 29.02.24
 Blended Learning & Digital Toolbox
 Principles of digital teaching & learning

Active: This involves students actively taking part in teaching and learning activities, as opposed to only passively absorbing information.
Applied: This is teaching in which real-world problems applied to the classroom serve as a stimulus for deeper learning experiences.
Social: Social means creating a space where students regularly interact with their educators and with their peers as a core part of their learning experience.
Inclusive: Inclusive teaching is about creating experiences which are designed to be accessible and welcoming to everyone.

09h00
10h30

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 Time/Date 29.02.24
 Blended Learning & Digital Toolbox
 Traditional vs Blended vs Flipped Learning

09h00
10h30

 One-On-Many (OOM) Facilitation

11h00  Sequence, objects & activities
12h30  Topics & Requirements
 OOM Facilitation Checklist

12h30
LUNCH
13h30

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  OOO/OOM Session
13h30
 Actual Run
15h00  Facilitation plan coaching
 One-on-One (OOO) Facilitation
 Rationale, caution & premise
15h30  Topics & MEP
17h00  Preparation & Checklist
 OOO Learning Plan

 Recap Day 1

17h15
17h30

 Pre-requisites for Day 2

Homework  OOO Facilitation Plan

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 9 Principles for Online Teaching

1. Establish a strong presence

Presence refers to an impression of community connectedness, togetherness, and awareness created via the expression of strategic thoughts, feelings,
and actions through an online medium.
 LEARN MORE +
To develop a strong instructor presence in an online course, there are a few areas an instructor may want to consider:

 Prepare for how your presence will be conveyed to students

 Invest in online teaching training
 Set up students for success
 Focus on communication
 Monitor effectiveness
 Embrace feedback.

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 It’s crucial to establish an early and consistent teaching presence. You can connect with your students by:

 Sending announcements
 Creating instructional videos
 Joining in online discussions
 Demonstrating your personality, enthusiasm, and knowledge
 RESOURCES +

2. Manage your time effectively

Create a plan to manage the time you spend on your courses both before and during the semester. There are several strategies that can be employed to
save time on course management tasks.
 LEARN MORE +

Before the semester starts:

 Create scheduled announcements with reminders ahead of time
 Set up groups for assignments and discussions
 Check hyperlinks to ensure they are still functioning properly
 Create a staggered plan for assignment due dates so that weekly assignments are not due all at the same time in all
courses you teach. This can help balance the amount of time you spend providing feedback with turnaround time.

During the semester

 Create a library of comments or feedback that you make frequently on specific assignments. For example, you could
create additional prompts and discussion questions for discussion boards.
 RESOURCES +

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 Create scheduled announcements, set up groups for assignments, check on hyperlinks, create a staggered plan for due dates, create a library of
comments or feedback.

 Making Online Groups Work

 Online Collaboration Assignments
 Tick-Tock: Harness Tools to Save Time Teaching
 Peer Assessment
 Don’t Leave Me Hanging— 7 Ways to Bring Closure to Your Course

3. Communicate clearly and efficiently

Announce and implement a clear communication policy that supports the course's pace and structure. To set communication expectations, include a 24-
hour response time on business days and information on how to schedule “office hours” appointments. An effective communication policy establishes
course expectations and a tone, and it communicates to nontraditional, online, and hybrid students that you are mindful of their needs.
 LEARN MORE +

Establish clear expectations

Provide students with the following resources to help them delve right into the content: comprehensive syllabus; due dates and course schedule;
explicit assignment instructions; grading criteria (rubrics, checklists, etc.); student-focused learning objectives. Alignment is critical to student success!
Ascertain that the content of the course is consistent and aligned with the objectives and assessments. Additional content that is not specifically
correlated to the learning objectives is omitted or made voluntary.

Provide timely feedback

Educational outcomes for students can be improved by giving them relevant and prompt feedback. Critical materials, concepts, and skills should be
emphasized. Provide timely feedback that students can use to improve their performance throughout the course.

Communicate changes in the schedule

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 Students should be informed promptly of any changes to course materials, due dates, procedures, or communication availability. If something has
changed, give as much notice as possible (via email, a course announcement, or other means) as soon as possible. Illness, conference travel, or family
emergencies are examples of situations where it is necessary to tell students of any variations from the previously stated communication plan.

Set some synchronous meeting times to clarify things

Depending on your course modality, these meetings can be mandatory or optional, and the frequency depends on the instructor. But, the fact that the
instructor is willing to make herself available has numerous benefits, including:

 Students have the ability to ask questions in real time.

 When students learn together, they feel a stronger sense of community and connection to their peers.
 Students become more involved in their studies.
 Students have a stronger sense of teamwork.

Establish a course routine

One of the advantages of online teaching is its flexibility. Keep in mind that many of your students could be busy adults who have other
responsibilities. Establishing and maintaining a course schedule clarifies expectations and makes the deadlines more memorable for students. As a
result, it helps students manage their time better.

 RESOURCES +
Establish clear expectations (syllabus, rubrics, checkings, learning objectives, alignment), provide timely feedback, communicate changes in schedule,
set some synchronous meeting times to clarify things, and establish a course routine.
 Aligning Objectives and Assessments
 Syllabus
 Rubrics
 Benefits of Providing Feedback to Students

4. Create opportunities for active learning

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 Students must participate in meaningful activities and think carefully about the concepts they learn to be active learners. Students are more likely to
remember what they've learned when they engage in active learning, such as working collaboratively to implement a new skill. Make a connection
between the classroom and the real world to motivate students. Demonstrate to students how they will put what they have learned to use.
 LEARN MORE +

Active Learning Methods

Active learning methods include a wide range of activities, such as:

 Analyzing and discussing current events or topics covered in class

 Participating in simulations or case studies
 Providing opportunities for self-reflection
 Developing quizzes or assignments for peers
 Interviewing subject matter experts
 RESOURCES +
Make a connection between the classroom and the real world to motivate students.

 Authentic Instruction
 Implementing E-Journals into Your Course
 Discussions
 Assessments

5. Provide resources for students to succeed

Support students by communicating in a positive and encouraging manner. Your communication with students should be positive and encouraging,
with the goal of assisting students in overcoming obstacles and fostering a growth mindset. This communication may take the form of course
announcements, emails, discussion board posts, and written feedback on assignments, among other formats.
 LEARN MORE +

Provide supporting tools

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 Students in online classes may need more support than face-to-face classes since they learn on their own. Providing tools such as study guides, practice
questions, notes summarizing common mistakes and important concepts may help clarify confusing concepts. Tools explaining expectations in a
specific course evaluation may improve their understanding of what is expected and help them get ready for the evaluation.

Connect students with academic and student support services

It is important to identify students who are struggling in the course for reasons related to their progress in the course or for issues outside the course. It
may be necessary to refer students to other academic or student support services to help them succeed.

Use course analytics tools to follow student progress

Catch students who are struggling in the course early and communicate their progress before it is too late. Canvas features course-wide and individual
student analytics reports for published courses. These reports can provide a snapshot of how and when the system is being used, when submissions are
taking place relative to set due dates, and what student achievement looks like in terms of scores.

Acclimate students to online learning

Divide the learning content and process into manageable chunks. Establish and post a schedule of activities and deadlines. Describe your expectations
for online participation, communication, and netiquette. Provide students with helpful and supportive information.

Acclimate students to online tools

Students may not have prior knowledge of the tools that will be used. A short video that goes over the tools used during the semester helps students be
more comfortable and confident.

 RESOURCES +
Provide supporting tool (study guides, practice questions, notes summarizing common mistakes), connect students with academic and student support
services, use course analytics tools, acclimate students to online learning (expectations, netiquette, chunking), acclimate students to online tools.

 Narrated Lectures

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  Tips for Implementing Open Educational Resources
 Scaffolding To Support Student Success In Online Courses
 Netiquette
 Google Apps in Canvas
 Chunking Content into Modules
 Online Learning Tools

6. Stay current
Ensure that the course content is up to date, operational, and published before the first day of class. The course site should have an updated syllabus,
instructor information section, and communication policy; Canvas due dates and times should be double-checked; any external tools should be fully set
up, and the course site should be made open to students the night before the first day of class.
 LEARN MORE +

Engage in professional development

Effective online teachers recognize the importance of seeking professional development opportunities to enhance their teaching practices further.
These can be participating in teaching conferences and workshops, collaborating with others to develop new course activities, engaging in teaching-
related research, etc.

Seek High-Quality Course Design designation

The Florida Board of Governor’s Online Education 2025 Strategic Plan, identifies several strategic goals for online education focused on Quality,
Access, and Affordability. One of the goals related to Quality states that “The State University System will create a culture of quality for online
education.” Faculty can work towards meeting this goal by working with CIRT to achieve quality course design designations. Once a course earns the
Quality (Q) or High Quality (HQ) designation, it is tagged in the FloridaShines course catalog.
 RESOURCES +
Engage in professional development, seek high-quality course design designation.

 Relationship Between SME and ID

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 7. Promote inclusivity
 LEARN MORE +

Establish inclusive instructor-student communications

Provide students with opportunities to engage with you during office hours. Open up lines of communication with students through personalized
feedback in the SpeedGrader. Plan to connect with students often and reach out to students that have not completed assignments or are missing from
synchronous meetings. Build opportunities for students to engage with you and offer their feelings about the course and their progress. Surveys are
practical tools to gain insights into students’ preferences for online learning and see how students are doing and how they feel about the class.

Let students know that you believe in their ability to succeed in the course. Be aware of casual comments that can unintentionally impact students
negatively. Express your concern for the well-being of your students outside of the classroom and regularly disseminate information about university
services available to assist them.

Establish and implement course policies that are inclusive of nontraditional students' needs. Develop consistency with repeating assignment due dates.
Students will often be more successful with turning in assignments if they are given at least one weekend day to complete more significant projects and
exams. If possible, give students the option to work ahead. It can be helpful to divide larger assignments into smaller assignments that can be turned in
over a longer period of time. Provide flexibility by allowing students to turn in late work (for partial credit, if appropriate). Show empathy.

Build an inclusive classroom community

Since face-to-face interactions are missing in online courses, it’s essential to construct a supportive online community to decrease feelings of isolation.
To communicate a sense of interest and caring, ask students how they are doing at the beginning of each communication. Each week, engage students
in a quick icebreaker: Tell us something good that happened to you this week; share an unknown fact about yourself; if you could travel anywhere in
the world, where would you go; and so on. Utilize Zoom's whiteboard tool, polling software, or a conversation thread to inquire about students’
feelings. Create open-ended, optional discussion boards that encourage students to communicate and support each other throughout the course.

Establishing and adhering to clear guidelines for how students are expected to participate in the class community will set students up for success in
your course. Early in the semester survey students’ comfortability with using microphones and webcameras. Explain to students what active
participation entails in your online course. If students are expected to have their webcameras on during class, let them know ahead of time. Set aside

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 time to discuss standards and expectations for synchronous and asynchronous student communications. When a student's comments denigrate or
debase another student's or group's viewpoint or experience, confront them sensitively.

Create a course that is inclusive to all learners

Consider the accessibility concerns that may arise when asynchronous content is used: Are students experiencing internet or computer challenges that
make watching videos difficult? Are the materials you post usable (do the images contain alt-text and headings, and is the font legible?)?

Include captions on all recordings. You can self-caption course videos using the auto-generated captions feature in Canvas Studio. CIRT also
provides captioning services.
Make sure that your pages and modules adhere to accessibility requirements by using the Canvas accessibility diagnostic tool. Utilize headers (rather
than simply increasing the font size) to ensure that screen readers can read the page correctly. Use alt text for any images that are not purely aesthetic.
Ascertain that any color contrast used on pages or slides is sufficient.

Visit CIRT’s Accessibility page for more information about making your course accessible to all students. CIRT can provide one-on-one
consultations for Document Accessibility Reviews, Course Reviews, and individualized training.
Schedule a meeting with Wendy Poag, the Coordinator of Accessibility Training, for in-depth information.
CIRT also offers training on accessibility in Canvas and on creating accessible documents. Register for sessions on CIRT’s Event page.
 RESOURCES +
Establish inclusive instructor-student communications (personalized feedback in Speedgrader, surveys), build an inclusive classroom community,
create a course that is inclusive to all learners (accessibility, captions, etc.).

 Accessibility & UDL

 4 Easy Ways to Make Your Course More Accessible
 Basic Accessibility Checklist
 Providing Feedback to Students

8. Be accessible
Encourage students to meet with you via ‘office hours’, ‘coffee breaks’, or any other planned interactions that facilitate student access to you.
 LEARN MORE +
Set an example for students by responding to their emails in a timely fashion.

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 Reach out to students who are struggling. Make a habit of sending periodic emails after every graded work. If personal emails are not possible use tools
such as Canvas’s “Message Students Who”. This tool is perfect for communicating with students who miss deadlines or whose grade is lower than a
certain threshold.

 RESOURCES +
Office hours, reach out to students who are struggling, emails after graded work.

 Communication in Canvas
 Engaging Students in Canvas

9. Reflect on your teaching

Incorporate teaching reflections as part of your teaching practice. Reflections can help you learn more about yourself as an educator and shift your
focus from how you view yourself as a teacher to how your students view you as a teacher. Reflections may also help you face your own biases and
values to create a nurturing learning environment for diverse students. Some ways you can incorporate reflections into your teaching practices are to
set a regular schedule to reflect on your teaching, such as at the end of each semester, and to use open-ended questions that relate to a specific purpose,
such as identifying biases, increasing student engagement, meeting the needs of diverse learners, etc. For more strategies on how to be a more
reflective teacher, read 10 ways to be a more reflective teacher by Teach Thought University.
 LEARN MORE +

Evaluate your teaching

The Teaching Evaluation Form for Online Courses was developed by faculty in the Brooks College of Health as an observation instrument to
evaluate the effectiveness and quality of online courses. The rubric assesses standards for high-quality online teaching, such as whether the course
goals and materials are clearly stated and readily available to students. The accompanying guide to the evaluation form provides information on
where reviewers can find evidence of each standard in an online course.

Use data for continuous improvement

Learning analytics can provide you with a wealth of knowledge to assist you improve the efficiency of your online course. Some critical areas to
consider are as follows:

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  Observe the learning process
 Analyzing student data
 Addressing issues
 Identifying student patterns
 Identifying early predictors of student success or failure
 Evaluating the efficacy of instructional content
 Raising student awareness and encouraging reflection
 Getting involved, supervising, advising, and assisting
 Improving the course environment, resources, and teaching.
Canvas New Analytics collects important data about students' activities as they interact with online course material, complete assignments, and take
quizzes. This data can be used to understand how students learn best and where they struggle the most.

The better you understand your students, the better equipped you will be to tailor your course design to meet the needs of your students.

Conduct mid-semester course surveys

ISQ's do not allow the instructor to make changes along the way. Make sure to conduct your own survey so you can make timely changes. We know
that frequent and useful feedback to students can serve to reinforce learning goals and foster a positive learning community, but that’s just one side of
the coin. On the other side, students also need opportunities to provide feedback to their instructors. Anonymous student surveys serve this purpose
very effectively. Ultimately, if your goal for teaching online is to provide students with a valuable learning environment, then you should consider
implementing student surveys in your course to solicit feedback, and then you should also have some plan for utilizing that feedback. For sample
questions you could include in a midterm survey, view the Midterm Survey section of CIRT’s Instructional Design Process page.
 RESOURCES +
Use data for continuous improvement, conduct mid-semester course surveys.

 Mindful Development and Delivery

 Canvas Analytics
 Reflective Teaching

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 Principles Of eLearning
In his book, Multimedia Learning [1], Richard E. Mayer discusses 12 principles that shape the design and organization of
multimedia presentations. Here, we break down and demystify 11 of these fundamental eLearning principles:

1. Multimedia Principle

This principle uses words and graphics concurrently, rather than words exclusively. This approach engages both visual and
auditory elements as learners often prefer to learn from both words and pictures, rather than from words alone. With new
innovations such as 3-D modeling and animation, Virtual Reality, and Augmented Reality courses are being brought to
life like never before, creating maximum impact. This principle is economical, impactful and the combinations therein are
virtually limitless, making it an easy choice.

2. Contiguity Principles

This principle leverages words and corresponding graphics, presenting both elements in close proximity to one another,
and is broken into 2 subcategories: spatial and temporal contiguity.

 Spatial Contiguity Principle

This principle relies on spatial relativity, keeping the words explaining a concept and their accompanying images
together, and facilitates a learner’s ability to fully understand and process the information.
 Temporal Contiguity Principle
Conversely, this principle presents corresponding words and images simultaneously, rather than successively.
Both visuals—words and images—can then be processed concurrently to facilitate retention and understanding.
Think of it like this: instead of revealing all page elements at once, learners can instead actively select certain features
using a ‘hover-and-reveal’ or ‘click-and-reveal’ feature to avoid overloading the screen—and the audience.

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 3. Modality Principle

This principle presents words and information in the form of audio narration, rather than on-screen text. Images are
described as well so learners don’t risk experiencing cognitive overload, as they can instead focus on one element: the
narration.

According to the Cognitive Load Theory, the amount of information that working memory can hold at one time is limited.
As such, this principle caters to the theory that related sources of information can be understood with the integration—
rather than the separation—of information through narration.

The narration is a powerful tool, especially when leveraged as a real-life testimonial that conveys the intensity or severity
of topics. Through impactful student testimonials, for example, there are online learning modules which use the power of
storytelling narration in their online learning designed to prevent sexual assault, dating and domestic violence, and
stalking on college campuses.

4. Redundancy Principle

This principle explains visuals with words in audio or text, but not both. As such, both elements instead complement one
another, rather than confound a learner with an overload of all available elements, using a less-is-more approach.

An example of this principle in action is when learners are empowered to choose whether they want to listen to audio or
read the text. Captions can be turned on or off, and audio can be muted for times when learners are in a shared space.

5. Coherence Principle

Similar to the Redundancy Principle, this also adopts a less-is-more approach. Irrelevant, extraneous or inapplicable
information is eliminated, including audio, visuals, and words, to avoid distraction and increase learning and retention,
allowing the learner to concentrate on critical elements only.

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 Simply put: if words, audio, or images can be omitted without affecting the impact of the message or information, omit
them.

6. Personalization Principle

This principle indicates the use of a conversational-style voice and tone—rather than a formal, authoritative tone—to put
the learner at ease. It serves to give the content a more approachable, intimate feel so learners can process the content
more easily with increased attention and engagement.

Consider these 2 tones for explaining compounding interest from eLearning and the Science of Instruction [2]:

 Example 1
‘Interest is compounded or added to the existing cash balance monthly. For disclosure on client statements, the
annual percentage yield earned is calculated as follows …’
 Example 2
‘Clients will often ask you to explain how the Annual Percentage Yield on their statement was calculated. This
can be confusing, so let's run through an example …’
The Personalization Principle would then suggest that the second, more informal example is more relatable and,
therefore, more engaging to the learner.

7. Segmenting Principle

This principle serves to manage complexity by breaking a lesson into smaller, more palatable parts. Since eLearning is
predominantly self-paced, this principle helps to reinforce that process, facilitating learning with user-paced segments,
rather than as a continuous module. Further, this principle gives learners more control, allowing them to find what they
need, see where they’ve been and know what to expect.

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 Accordingly, microlearning, a new technique being utilized in eLearning, breaks down course material into smaller, more
digestible segments.

8. Signaling Principle

This principle suggests that people learn better when cues that highlight the organization of the essential material are
added, encouraging organized learning content. Further, it suggests that content should get incrementally more complex,
with simpler concepts being presented first.

The simplest way to contextualize the principle is to think back on meals as a child. Just as you would spread your lima
beans all over your plate to give the illusion you’ve eaten more than you have, breaking up blocks of content into visually
smaller chunks gives the illusion of more manageable, bite-sized content.

9. Voice Principle

This principle suggests that people learn better when the narration is spoken in an intimate, informal friendly human
voice rather than a robotic voice. Often, machine voices are more cost-effective but in the long run, retention and
engagement suffer.

In fact, SafeSchools, for example, won a storytelling award, highlighting how effectively courses can deliver information by
creating relatable scenarios with which your learners will empathize, thus fostering an emotional connection with the
content.

10. Pre-Training Principle

This principle capitalizes on what essentially amounts to learning calisthenics as learners benefit when they preemptively
know the names and characteristics included in the content. If you think of learning as a cocktail party, the pre-training

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 principle is a learner’s first introduction to everyone at the party, upon which they build familiarity, comfort—and then
continue building once connections are fostered.

Think of it like this: before a learner is to begin a course of complex, industry-jargoned content, a course can present a list
of frequently used—but relatively uncommon—terms and phrases so the learner has a much greater chance of success—
and retention.

In the ‘recipe’ of eLearning, Instructional Design can leverage any combination of these principle ‘ingredients’ in order to
provide limitless opportunities for learning. These design principles provide eLearning courseware and content variety—
the ‘spice’ of learning—to make it endlessly engaging, informative, and instructional for both corporate and classroom
learners alike.

Blended Learning vs Flipped Classroom: Choose the Right One for Remote
Training In 2023

The difference between flipped and blended learning is that blended learning creates a more effective way of presenting course material to
employees in an engaging and efficient way while dealing with the isolation due to the Covid-19 situation.

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 Blended Learning vs Flipped Classroom
Working towards a safer way to interact with learners in all fields, this global crisis
had led to an increase in at-home learning tools and environments. Some people
wonder, is there an easier way to help these organizations throughout these
difficult times? People are now working towards establishing a blended
learning approach or flipped classroom scenario to better engage with
learners in their respective fields worldwide.
Though it is sometimes hard to determine the difference between blended and
flipped learning, here is the easiest way to understand the differences. Blended
learning is the collaboration between in class or face-to-face education with online
learning and other course components.

In contrast, flipped classrooms are when the instructors create courses, texts, or
lectures that are watched or read at a student's own pace, and in-class teaching
assists in practicing the concepts learned in the videos or other course materials.

But which one should you use? Here we will provide you with insights into the
significant differences and benefits of each and how they can be applied to a
learner's environment.

What Is a Flipped Classroom?

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 A flipped classroom reverses the traditional teaching role where the lessons are
first taught, and then homework is assigned.

Instead, the students first study the course material, typically through online
lectures, then learn how to implement what they learned in a classroom
setting.
For example, students may watch online lectures, review online course materials
and texts, participate in online discussions or perform research at home.

When in the classroom, students will practice their skillsets by having face-to-
face discussions with peers, debating, making presentations, or having peer-
reviewed assessments. Basically, the students do homework at school in a
classroom setting.

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 What Are the Benefits of a Flipped Classroom?
There are several benefits of a flipped classroom. These are:

 Direct instruction that moves from group learning to individual learning

 It creates a dynamic and interactive learning environment
 Educators guide students as they learn to apply the concepts
 Student can engage creatively with the subject matter
 Flipping speaks the language of today's busy student, allowing them to excel
 Increases student-teacher and student-student interactions
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  Increased transparency
 It gives learners more control over their education

What Are the Downsides to a Flipped Classroom?

When it comes to criticisms about a flipped classroom, the main points of
contention are:

 The reduced opportunity for self-directed, critical thinking

 That flipped classrooms decenter the role of the student
 The curriculum can be rushed and not register with the student
 Creates an almost industrialized approach to learning where students can
become overwhelmed
 Flipping does not necessarily use the latest technology
 Creates a digital divide, separating those who are technologically-inclined from
those who aren't
 It relies heavily on student preparation, which may be lacking
 Increased time spent in front of a screen

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 How to Establish Best Practices for Flipped Classrooms

To create an optimum learning environment with a flipped classroom, it is best to

create engaging learning material and lectures. First, it is best to keep your
lessons short, as the average student's attention span begins to degrade after
10-15 minutes.

Creating in-class interactions like small-group work divides up the time spent
teaching and allows the learner to better grasp the concepts. It would help if you
also used online quizzes and gamification (creating online games to aid
understanding) to supplement learning.

However, the upfront cost and time to create online materials, such as videos, can
cause the most significant barrier to creating an effective flipped classroom. It can
take considerable time and technological knowledge to reach your learning
objectives.

The good news is that you can reuse the videos year after year, essentially
repurposing them. However, many people do not have the technical know-how to
make a flipped classroom work.
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 It is best if you also found a balance between online work and in-class activities,
making sure not to overwhelm the student. Peer instruction will also play a major
role in the classroom learning environment. This can cause difficulties as learners
may come to the wrong conclusions based on what they are learning and then
negatively influence other students.

Here is where mentoring and coaching comes in. To succeed with a flipped
classroom, you need an educator or teacher that understands how to make
the courses more interesting for both students and instructors.

What Is Blended Learning?

Blended learning is a pedagogical or educational approach that combines

traditional teaching methods, such as in a classroom setting, with eLearning
technology, such as online courses, lectures, presentations, quizzes, games and
more.

It differs from flipped classroom techniques in that it works collaboratively

with a traditional classroom. Training comes from both the teacher and the
online learning modules that work together compatibly.

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 Blended Learning's adoption has grown throughout higher education around the
world and has become the new normality in the teaching-learning process. It
optimizes the use of in-classroom learning with an online environment.

Digital technologies have been adopted, creating media-rich digital learning

platforms personalized with adaptive courses and web conferencing tools that
connect students and teachers.

Engagement is key, which is where blended learning comes in. In The All-
Important E's of eLearning: Engagement and Effectiveness, it states that when
employees are engaged with their work and goals, they outperform their
fellow employees by 147%. This engagement is where blended learning shines.
Moving towards an impactful Learning Management System allows for more
personalization for individual learners, resulting in increased efficiency in the
workplace and other educational endeavours.

This ability to personalize the content helps identify struggling students and lets the
educator intercede before the student is too far off-track.

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 Blended learning creates more meaningful learning experiences and motivates
learners to use critical thinking skills. It also promotes retention in students and
increases their commitment to their educational goals.
It even improves workplace productivity. There are many benefits to a blended
learning environment if done with the right support, technology, and educational
objectives.

What Are the Benefits of Blended Learning?

 Learner engagement is increased

 Increased flexibility and personalization in creating course modules
 Increased one-on-one student interactions
 Learner characteristics and learning experiences are taken into account to
promote engagement that leads to desired outcomes
 Focuses on the potential of each modality to create better and meaningful
learning through effective practices
 Allows online tracking, which can help target 'at risk' learners quickly
 Can create interactive simulations
 Uses visual, auditory and interactive content
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  Reduces time strain allowing students to learn at a good pace
 Increases preparedness and knowledge
 Increases quality of training
 Allows for better reporting and analytics
 Tracks and improves engagement
 Overcomes geographical constraints

What Is the Downside to Blended Learning?

 Some technologies can be challenging instead of being useful
 It can require a tutor or mentor that needs to be highly skilled in eLearning
 Total teaching time is about the same between both flipped and blended
classrooms
 Teachers may overdo it with educational activities and content causing a
cognitive overload
 It has been found that in assignments, the credibility of sources decreased,
and plagiarism increased
 Can require a significant investment in technology, like hardware and software
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 Best Practices for Blended Learning

To create your online learning platform for your business or organization it is best
to determine your primary goals and learning objectives. You can then create
a comprehensive and cohesive learning strategy by picking the best features for
your learning structures.
Your choices should work together seamlessly to best teach your prospective
students. You should also enable communication for the learners through creating
forums and instant messaging platforms. Also, a successful coach or mentor is
needed to bring blended learning together.
You also need to know your audience. This knowledge allows you to determine
your primary objectives.

Figure out what your learner's abilities are and when or where the learning will take
place. Identify which skillsets and information are required and what your
audience's limitations are. This way, you can create custom learning plans that will
stick with those you are trying to educate.

Which Is More Effective and Why?

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 As we have seen, both flipped and blended learning can be useful in their own
ways. However, determining which method is best for you and your students'
needs should depend on which will work better for your educational aspirations.

Flipped Learning's Failings

In a 2016 study, a statistics professor changed their teaching method to that of a
flipped classroom. She had her students read the course's textbook ahead of the
class, then provided regular reading quizzes and worked through problem sets in
class. It was found that students using the flipped model performed 10% better on
their overall course grades.

However, there were many downsides.

The educator found that the flipped classroom wasn't effectively achieved,
saying that they only managed to alter the class to a half or three-quarters flip.
Also, the textbook was found not to be a suitable method of course material
delivery.
Meaning, they did not determine the correct balance between course materials and
lectures to maximize students' learning abilities. These are just a few of the
weaknesses of flipped learning.

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 It was also hard to determine if outcomes were achieved.

They determined that biased grading could have affected the outcome. And they
also found that students were less satisfied with how the flipped classroom
format oriented them towards their learning goals.

The study concluded that this was likely due to poor connections between the
online portions, the assigned homework, and the face-to-face learning
environment.

Blended Learning and Its Effectiveness

A study on the effectiveness of using blended learning strategies for teaching and
learning human anatomy showed that those who participated in a blended
learning course had a higher pass rate of 87.9% versus the 71.4% pass rate for
a traditional classroom.

This improved students' success by a whole letter grade, demonstrating the

strength of blended learning.

The case study Blended Learning in Healthcare: A Toolkit for a Blended Learning
Approach in Clinical Training discusses the active learning model that blended

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 learning creates. Here, the teaching responsibility shifts from the teacher to the
student, which engages and empowers the learner, creating an overall better
learning experience.

Connecting what is learned in the courses to the workplace is an essential

step because retention of what a student learns in a classroom or online is not
guaranteed.

By creating real-life situations to test and measure student success, you can better
grasp where things are slipping through the cracks, thus creating a better learning
environment for future learners.

What Case Studies Say:

In the case study, Canadian Avalanche Association Increases Quality of Training
by Using Blended Learning; you will discover how blended learning has greatly
affected Canadian Avalanche professionals' learning outcomes.
They created a course using a Learning Management System (LMS) and saw a
noticeable increase in their learners' performance, allowing them to perform
better in-field. They also saw a reduction in costs, as they no longer needed to
host as many in-person classes.

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 These are just a few benefits that make blended learning the best choice for many
organizations and businesses.

Traditional Vs Blended / Flipped Classroom

By - by Jason Suter and Chris Mangan

Introduction

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 Recently, blended, hybrid, and flipped learning have been hot topics of conversation in the educational community. Many educators
use these terms interchangeably or find their definitions to be ambiguous. In this article, it is our intention to discuss some of the
strategies common to these types of instruction and provide some clarity.

Where Do We Start?

As with any instructional strategy, technology integration tool, app, or device, educators need to start with a goal in mind. In fact,
we strongly believe the goal should never be to ‘flip your classroom’ or implement a blended, hybrid, or flipped learning
environment. Rather, these things, regardless of whichever definition you finally apply to them, are really just tools which provide
the means to achieve the real goal.

The Real Goal

Simply stated, an educator’s real goal is to meet the individual needs of every learner, every hour of every day. Proper technology
integration gives educators the ability to finally differentiate for every student, providing opportunities for self-paced (think teacher-
paced or faster) and mastery-based learning, and opening access to course materials and learning activities that extend outside of
the classroom walls and regular school hours. These shifts essentially move us from a school day where time and location are the
constant and learning is the variable, to one where learning is the constant and time and location are the variable.

To achieve the goal of consistently meeting the individual needs of every learner, we are not suggesting that teachers spend more
time preparing lessons, but rather that they utilize their time differently. Instead of spending time preparing lessons based solely on
the curriculum that needs to be covered, mass-customized learning enables teachers to prepare informed lessons by looking at
data daily. This activity helps teachers tailor their instruction to meet the needs of every student each day. Using data to inform
instruction results in teachers meeting with students because the data indicates that an intervention is needed.

Technology Integration and the Flipped Learning Implementation Process

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 Technology integration, when applied correctly, not only allows us to do things that were not previously possible, it also allows us
to save time on various tasks. The time saved can be reallocated to areas that have a greater impact on student learning. Making
the move to a customized and/or flipped learning environment should be seen as a process that takes time to fully implement. This
is not an overnight or all-at-once process; it’s a long-term change in the way classroom instruction happens.

Adapting to the Way Today’s Students Learn

Educators must realize that today’s students are children of the most technology-stimulated time in history, which shortens
attention spans and presents the challenge of communicating information in a way that quickly captures the learners’ attention.
Even a ten-minute YouTube video is painful for most students to watch. In a traditional classroom, this same student is asked to sit
through a 40-minute lecture, which leads to the student becoming disengaged because we are not teaching the way students learn.

British professor and educational/training developer Phil Race, who presented an alternative experiential learning model which was
seen as radically new and different, reported in 2001 that a teacher generally speaks 100-200 words per minute and a student only
hears 50-100 of those words. The study also found that students are attentive just 40% of the time.

Another study conducted by Chet Meyers and Thomas Jones found that students retain 70% of what they hear in the first ten
minutes of class and just 20% of what they hear in the last ten minutes. Studies like these teach us that the method of
the traditional lecture is not very effective, which is why many schools have already acknowledged this and have begun to
implement other forms of instruction, such as flipped learning.

Increasing Student Engagement

The word ‘engagement’ is often used when referring to students actively learning in a classroom. We actually believe there is a
difference between ‘on-task’ and ‘engaged’ behavior. There is not a problem with a classroom of students involved in on-task
behavior: the framework created within this type of instruction creates an environment where ensuring that students are on-task is
achievable. However, true engagement seems to be achieved when a student develops a desire to go beyond the required
curriculum and becomes a self-directed learner who explores the curriculum more deeply, of their own initiative. One of the benefits

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 of incorporating technology in a flipped, blended, or hybrid environment is that it provides the opportunities needed for students
to become the engaged learners we hope to nurture in our classrooms.

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