A model for the identification of challenges to blended learning

Abstract

A model for an inclusive approach to the identification of challenges to blended learning as a means to identify educational accessibility issues is presented. By focusing on both the learner and teacher perspectives, the model encompasses a broad range of factors, including learner characteristics, learning and teaching environments, interactions and activities. The proposed model provides a starting point for the identification of challenges to learning from a socio-cultural perspective rather than a medical or rehabilitation perspective. This holistic perspective is key to moving 'thinking' towards a more inclusive learning approach that embraces the needs of all learners, regardless of a defined disability. IntroductionBlended learning has been described as learning 'that is facilitated by the effective combination of different modes of delivery, models of teaching and styles of learning, and founded on transparent communication amongst all parties involved with a course'.1 However, to ensure inclusive and accessible learning experiences that meet any challenges to the acquisition of knowledge, development of skills and experience, it is also important to take into account the full spectrum of learner characteristics. These include physical, sensory and perceptual skills, abilities, attitudes and prior knowledge.The use of blended learning techniques takes advantage of the variety of learning experiences that can be offered by the use of a mix of learning environments (ReidYoung, 2003); for example, lectures, workshops, self-paced study, online collaboration and communication exercises, simulations and the use of interactive multimedia. In order to identify challenges to learning, it is important to investigate the components that form the learning experience and work towards the identification of issues *Corresponding author. The Old Rectory, Rackham, Pulborough, West Sussex RH20 2EU, UK. Email: ea@emptech.info 56 E. A. Draffan and P. Rainger that might be causing a mismatch between the interactions used to facilitate learning and the individual characteristics and/or needs of the student.Despite the complexity of many learning experiences, which commonly involve interactions with peers and support workers, it is felt that there are at least two perspectives within most learning situations that can be analysed to identify any challenges or barriers to learning: that of the learner and that of the teacher (educator, lecturer, tutor, etc.). We will present a model for identifying the challenges to blended learning that focuses on these two perspectives: the learner perspective and the teacher perspective. The learner perspectiveIn focusing on the learner perspective learner skills (Figure 1), learner preference, content interaction and design, learning interactions and assistive technologies will be discussed. SkillsStudents' physical, sensory and perceptual skills and abilities, attitudes, coping strategies, prior knowledge and proficiency in the use of technology may all contribute Identification of chal...

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