Strategies for Engagement

There are a variety of strategies and models for blended learning from the flipped classroom to fully online. A couple of strategies and models are presented below.

Flipped classroom

The Flipped Classroom as described by Jonathan Martin is: “Flip your instruction so that students watch and listen to your lectures… for homework, and then use your precious class-time for what previously, often, was done in homework: tackling difficult problems, working in groups, researching, collaborating, crafting and creating. Classrooms become laboratories or studios, and yet content delivery is preserved. Flip your instruction so that students watch and listen to your lectures… for homework, and then use your precious class-time for what previously, often, was done in homework: tackling difficult problems, working in groups, researching, collaborating, crafting and creating. Classrooms become laboratories or studios, and yet content delivery is preserved.” - Connected Principles (opens in a new window)

In a flipped classroom, students have a voice and are encouraged to debate, question, make decisions, make choices and be supported in a learning environment. Of course, good pedagogy is key and teaching involves providing dynamic and varied learning experiences. - Flipped Classroom (opens in a new window)

Further reading on the Flipped Classroom:

Learning Tasks/Supports/Resources model

This framework describes three interconnecting design elements for online learning settings: learning tasks, learning resources, and learning supports. The framework synthesises the pedagogical features which enable students to construct learning through guided and supported online activities. It draws attention to the various components that need to be present in an effective blended learning activity.

QiLT Three Stage Model eLearning

Image: Oliver, R and Herrington, J (2001) Teaching and learning online: a beginner’s guide to e-learning and e-teaching in higher education. Mt Lawley, WA: Edith Cowan University.

To see examples of how this framework has been used, view the AUTC Learning Designs website (opens in a new window). The website contains a rich set of resources to support teachers in developing high quality blended learning activities for students. Exemplars show how designs have been used in practice. Generic learning designs map how activities can be designed.

Salmon 5 stage model: a structured learning scaffold

This 5 stage model can be used to inform the design of a blended learning activity using online networking and/or group work.

The model describes a sequence of stages through which learners move as they progressively build up their skill and comfort in working, networking and learning online. The model makes a number of assumptions about learning, including that learners learn new topics or concepts at the same time as they are learning how to use the online setting effectively.

5 Stage Model eLearning

Image: Salmon, G, All things in Moderation: 5 Stage Model (opens in a new window). When looking at this web site there is a link to an interactive version of the 5 stage model available at the bottom of the page.