C/6.3 Blended Learning

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6.3.1 Policy principles
6.3.2 Policy outcomes
6.3.3 Blended learning definition
6.3.4 Design principles for blended learning
6.3.5 Institutional support for blended learning
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6.3.1 Policy Principles

• the chosen combination of face-to-face with technologically-supported approaches to learning should be appropriate for the particular desired learning outcomes
• flexibility in the location and time of content delivery should be provided as appropriate for particular cohorts of students, taking into account the availability of resources
• equivalence of learning outcomes should be ensured regardless of the delivery mode employed.

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6.3.2 Policy outcomes

This policy is designed to

• promote QUT's approach to the use of blended learning environments
• provide guidance on the use of different approaches to blended learning and flexible delivery.

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6.3.3 Blended learning definition

Blended learning is the designed integration of face to face, distance, and electronic approaches to enhance student learning. The particular blend of physical and virtual learning environments in a course or unit is chosen to provide optimal support for the desired learning activities and learning outcomes (C/4.2.).

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6.3.4 Design principles for blended learning

The primary purpose of a blended learning approach is to enhance student learning. The intent is to carefully match the learning design to the desired learning outcomes with full attention to the nature of the concepts and skills to be learned, and the potential contributions of available technological and traditional tools and approaches. Key design principles for blended learning are

• The use of blended learning environments is an integral part of the curriculum design and should be linked logically to desired and stated learning outcomes.
• The technology should support rather than determine the teaching methods.
• A blended learning approach does not necessarily need to provide students with a choice in when and where they access the content.
• Blended learning design should consider the range of available appropriate technologies and traditional approaches that are most appropriate to the required learning outcomes.
• Issues of student access and equity should be considered when contemplating designs for learning.
• To meet the diverse needs of students, blended learning design should consider flexible delivery providing alternative access to content in terms of location and time.
• The blended learning design should be chosen according to available resources, including support from central support service areas.
• Consideration of blended learning designs should take account of the fact that it may not reduce expenditure on learning and teaching or reduce teaching loads.
  

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6.3.5 Institutional support for blended learning

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