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Blending with Purpose: The Multimodal Model
... Some researchers have incorporated specific, quantifiable elements into their definitions of blended learning. For instance, certain definitions call for a reduction in face-to-face class time or "seat time" as part of a blended course structure (Dziuban et al. 2004;Parsad et al. 2008;Picciano 2009). Other definitions propose thresholds for the percentage of online versus in-person content required to qualify as blended learning. ...
... The premise is that blending e-learning tools and online activities can enhance student learning experiences (Bersin and Associates 2003). Other definitions focus on the instructional strategies and practices employed, highlighting the significance of integrating teaching methods in an intentional and pedagogically robust manner to improve educational experiences (Picciano 2009). ...
This chapter explores the theoretical foundations, models, and frameworks of blended learning by synthesising an extensive range of research literature. The chapter starts with critically examining the evolution of the notion of blended learning and the ongoing scholarly efforts to define it amidst its inherent complexities and varied contextual understandings. Through a critical discussion of the various definitions, the chapter reaffirms that blended learning is an umbrella term and an evolving concept. The chapter then outlines the rationale behind adopting blended learning, highlighting its capacity to cater to diverse learning preferences, enhancing accessibility and flexibility, and facilitating efficient and effective learning. It presents evidence from various studies demonstrating blended learning's potential to improve learning outcomes, foster active and deeper learning, and enhance student engagement and motivation. A critical focus of this chapter is the discussion of foundational theories supporting blended learning, including the Cognitive Theory of Multimedia Learning, Connectivism, Systems Theory, the Theory of Affordances, and the ARCS Model of Motivation. These theories provide a robust theoretical foundation that highlights blended learning not merely as a logistical or technological innovation but as a pedagogically driven approach, rooted in a deep understanding of how individuals learn in varied and interconnected environments. This theoretical diversity also justifies the adoption of blended learning across educational contexts and guides its continuous evolution to meet the diverse needs and preferences of learners. Following the theoretical foundation, the chapter outlines different models of blended learning, from the Face-to-Face and Online Driver models to new configurations like the Rotation, Flex, Self-Blended, Enriched Virtual, and Emergency Remote Teaching models, each tailored to specific learning objectives and contexts. The chapter also discusses the Community of Inquiry (COI) framework, the Complex Adaptive Blended Learning System (CABLS) Framework, and UNESCO’s Framework for Building the Capacity of Higher Education Institutions for Blended Learning for implementing blended learning effectively and efficiently. By providing a comprehensive overview of blended learning's theoretical underpinnings, practical models, and frameworks for adoption, this chapter advocates for embracing blended learning as a dynamic and evolving approach to the changing education landscapes.
... Neuroscience research further supports these findings, revealing significant learning gains through integrated visual and verbal strategies [60]. Findings in the field of cognitive science suggest that "intelligences and mental abilities exist along a continuum, responding to and learning from the external environment and instructional stimuli" [71], suggesting a framework for a multimodal instructional design to cater to varying cognitive processes and learning preferences [159]. These insights highlighted that multimodal learning not only encourages learners to develop versatile learning strategies [89,159] but also demonstrates that engaging multiple senses leads to more effective learning outcomes [104]. ...
... Findings in the field of cognitive science suggest that "intelligences and mental abilities exist along a continuum, responding to and learning from the external environment and instructional stimuli" [71], suggesting a framework for a multimodal instructional design to cater to varying cognitive processes and learning preferences [159]. These insights highlighted that multimodal learning not only encourages learners to develop versatile learning strategies [89,159] but also demonstrates that engaging multiple senses leads to more effective learning outcomes [104]. ...
Nudging participants with text-based reflective nudges enhances deliberation quality on online deliberation platforms. The effectiveness of multimodal reflective nudges, however, remains largely unexplored. Given the multi-sensory nature of human perception, incorporating diverse modalities into self-reflection mechanisms has the potential to better support various reflective styles. This paper explores how presenting reflective nudges of different types (direct: persona and indirect: storytelling) in different modalities (text, image, video and audio) affects deliberation quality. We conducted two user studies with 20 and 200 participants respectively. The first study identifies the preferred modality for each type of reflective nudges, revealing that text is most preferred for persona and video is most preferred for storytelling. The second study assesses the impact of these modalities on deliberation quality. Our findings reveal distinct effects associated with each modality, providing valuable insights for developing more inclusive and effective online deliberation platforms.
... 28 an effective framework (Tavares et al., 2016, De Oliveira et al., 2017. Giltenane and Dowling (2023) suggest an adaptation of a 'Blending with Purpose: The Multimodal Model' (see Figure 2) (Picciano, 2009, Picciano, 2017 'blending the objectives, activities, and approaches within multiple modalities might be most effective for, and appeal to, a wide range of students' (Picciano, 2017, p. 178). The key consideration is that pedagogy informs the teaching method that will best support student learning (Picciano, 2017). ...
In March 2020 most universities internationally were forced to provide education remotely due to university closures secondary to the COVID-19 pandemic. This rapid transfer to online delivery of educational programmes-initiated challenges for students and faculty. Synthesizing qualitative research on nursing and midwifery faculty and student experiences of remote teaching and learning provides a rich insight into how technology supports teaching theory and practice. To systematically synthesize nursing students and nursing faculty’s experiences of online, blended or distance teaching or learning during the COVID-19 pandemic. Two distinct qualitative evidence syntheses were undertaken, one to systematically synthesise nursing and midwifery faculty experiences of online teaching and the other to systematically synthesise student nurses’ online learning experiences. Both were guided by the 'best fit' framework approach. The Cochrane Effective Practice and Organisation of Care reporting guidelines guided both reviews. Findings from both reviews were triangulated. Seventeen qualitative and five mixed-method studies were included in this ‘best fit’ framework synthesis using Chickering and Gamson's Seven Principles for Good Practice in Undergraduate Education reporting on experiences of 248 nursing and midwifery faculty and 376 undergraduate nursing students. Students and faculty highlighted the importance of teachers’ social presence through effective communication and interpersonal relationships. Clinical placement exposure within the clinical environment was deemed imperative by students and faculty. Faculty require professional development and managerial support to effectively incorporate the use of online technologies to support students and their education. Similarities and differences between students’ and faculty’s experiences of online teaching and learning are reported. Online content can be developed into efficient, high-quality learner-centred education within blended undergraduate nursing programmes incorporating essential face-to-face and practical components.
... Various studies have shown the positive effects of blended learning on student engagement, motivation, and achievement (Picciano 2009;Means et al. 2013). In addition, blended learning allows students to be flexible and have a self-learning experience (Graham, 2006). ...
Since the outbreak of the COVID-19 pandemic, movements and activities of all people had been
limited in order to prevent the spread of the contagious disease. Such changes presented new
barriers and challenges to teachers who are obliged to execute the said changes. DepED implemented the New Normal setup of the educational system, which resulted to a holistic change in
the teaching and learning process in which teachers needed to cope on the stress level as an effect to these sudden changes. Due to the increased pressure of limited face-to-face accountability
measures based on test results, teachers have reported considerable levels of stress and burnout.
(Jimenez, 2021). Thus, this study aimed to conduct an in-depth examination of the stress level of
teachers and its effect on classroom performance and propose stress management plan. The
study focused on the teachers because they are the backbone of education delivery. This study
used non-probability sampling technique called purposive sampling, specifically the total population sampling. Data in this study were analyzed through frequency – percentage distribution,
weighted mean, and Pearson correlation coefficient. The study concluded out the personal level
of stress of teachers was affected by their age, sex, socio-economic status, and length of service.
It was also concluded that the personal stress level of teachers greatly influences their classroom
practices and has influence their teaching performance as well. Therefore, personal stress of
teacher affects more the classroom practices and performance of teachers in comparison to occupational stress. Thus, the school head should see to it that the teachers' personal stress levels
were being dealt. A personal stress management program was proposed in support to well-being of teachers for better performance and productivity that lead to progress and great accomplishment of the school .
Keywords: performance, stress, teachers
... Regarding the skill of creating information, strengths in instructional design and classroom management were reported as assignments, interaction, and content-rich materials, which is consistent with the existing literature (Jansen & Möller, 2022;Vlachopoulos & Makri, 2019). Nevertheless, the challenges in the creation of information were identified as problems with lesson plans and time management, instructor-based issues, outdated instructional methods and techniques in addition to technical problems similarly corresponding to the literature (Barrot et al., 2021;Kebritchi et al., 2017;Picciano, 2009). Therefore, to enhance their skill of creating information taught in online courses, the participants expressed their need for effective participation, various instructional methods and strategies as well as motivation in addition to course content with concrete examples. ...
This study aimed to identify the perspectives of post-graduate students on online learning in the field of educational sciences utilizing Bloom’s revised taxonomy specified for the cognitive domain to qualitatively explore the factors affecting lower-order thinking skills (LOTS) including remembering, understanding, and applying as well as higher-order thinking skills (HOTS) composed of analyzing, evaluating, and creating. The participants for this investigation were comprised of 20 post-graduate students who had enrolled in at least one online course within the field of educational sciences in Türkiye during the academic year 2022-2023. The collected data from interviews were analyzed by adopting the “directed qualitative content analysis” (DQICA) and using the MAXQDA 2020. The results of the DQICA revealed three themes with the connected codes and categories; namely, factors for (1) abilities, (2) inabilities, and (3) expectations aligning with the LOTS and HOTS of Bloom’s revised taxonomy. Overall, the findings suggest that the design and management of online learning environments play a crucial role in facilitating both LOTS and HOTS in higher education.
This chapter explores the transformative role of virtual labs and simulation tools in enhancing STEM education. As digital platforms, these tools provide immersive, interactive, and accessible learning experiences that extend beyond the limitations of traditional classroom settings. The chapter delves into the myriad benefits of virtual labs, including increased accessibility and flexibility, cost-effectiveness, scalability, and the ability to offer personalized learning experiences. It also highlights how these tools improve student engagement, bridge the gap between theory and practice, and foster collaboration on both local and global scales. Further, the chapter presents detailed case studies from leading institutions such as the University of California, Berkeley; Georgia Institute of Technology; and Khan Academy, illustrating the successful integration and impact of virtual labs in diverse educational contexts.
Implementing student-centred pedagogical approaches can assist in developing critical twenty-first-century skills in students, and cooperative learning is one such approach. This chapter explores how cooperative learning within a blended learning environment can be implemented to enhance student engagement and foster self-directed learning. The study sample consisted of in-service teacher education students enrolled for a post-graduate course in mathematics. Students were provided the opportunity to experience the integration of technology and pedagogical initiatives in the form of cooperative learning while studying the course. An interpretive qualitative design-based research approach was used to implement three iterations of analysis and exploration, design and construction and evaluation and reflection to ultimately produce suggestions for practical solutions and theoretical advancements in the field. Amendments and additions were made to the course design based on participants’ feedback and further exploration of theory and practice. The chapter highlights design principles assisting facilitators, instructional designers and researchers on how to design a blended learning course that implements cooperative learning to promote student engagement and foster self-directed learning. The significance of incorporating the five principles of cooperative learning, enabling students to immerse themselves in the processes of self-directed learning and enhancing their technological pedagogical content knowledge (TPACK) are important lessons from this study.
This chapter introduces various models for designing and developing blended learning, focusing on integrating face-to-face and online learning components. More specifically, it presents a case on the design and implementation of the flipped learning model in higher education. The flipped learning model, which has gained more visibility in recent years, basically allows learners to learn content in online environments and practice in the classroom. The study delves into the experiences of transforming a traditional lecture-type face-to-face course into a flipped learning model. This transformation occurred before the onset of the COVID-19 pandemic and its aftermath. Various programs offered the course, including Elementary Education, Mathematics Teaching, and Science Teaching Programs, within a Turkish university’s pre-service teacher training program. The results reveal that the redesigned approach mitigated the challenges encountered by the instructor and also significantly enriched the overall learning experience by seamlessly integrating online content consumption with in-person engagement and dynamic discussions. The study confirms that the design and development of flipped learning requires basic considerations for the pedagogical approach and the harmony of each environment based on this pedagogy.
This study explores how adults learn from asynchronous written dialogue through the lens of psychological type preferences. We asked participants to discover their dominant and auxiliary psychological preferences using the Personal Empowerment through Type inventory. Participants then completed an open-ended survey in which they described their experiences with learning through asynchronous written dialogue. The study shows that participants differed in their responses to online learning as reflected in their sense of enjoyment and their participation in the environment and in the quality of their learning experience. We observed that these differences were associated with psychological type preferences, along with the perceived interactions with the instructors and peers in the learning community. The connections between psychological type and asynchronous written dialogue are discussed.
Part one of this paper highlights how students today think and process information fundamentally differently from their predecessors, as a result of being surrounded by new technology. The author compares these “digital natives” with the older generation who are learning and adopting new technology naming them “digital immigrants”.
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