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Key Information

Key Information: Online Learning

The rationale for blending learning between online and face to face elements may vary from pedagogically driven approaches, such as flipped learning*, to the need to respond to crisis like the Covid-19 pandemic, where learning resources need to be moved online quickly to facilitate remote learning. Whatever the motivation, the rules applying to learning design apply throughout and should be adhered to in order to support inclusive and accessible learning.

The best blended learning [1] approaches seek to harness the strengths of both online and face to face learning.

*The Flipped Learning Network define flipped learning as a

“pedagogical approach in which direct instruction moves from the group learning space to the individual learning space, and the resulting group space is transformed

into a dynamic, interactive learning environment where the educator guides students

as they apply concepts and engage creatively in the subject matter (What is Flipped Learning, 2016)” This enables learners to access resources in their own time and at their own pace and apply this learning in live group sessions where they can gain additional insights from lecturers and their peers.

Different names and meanings.

For the purposes of this case study, we will use the term to mean both entirely online courses and blended teaching and learning, but with a focus on the online elements rather than face to face.