Reimagining Blended Learning: Making Space for Transformation

Blended learning faces challenges such as overcrowded campuses and exhausted staff but can evolve through active, pedagogical spaces, stakeholder communication, and staff-student partnerships. The solution lies in creating spaces for care, reflection, experimentation, and dialogue to explore new pedagogical frameworks and facilitate transformation.

• Blended Learning
• Transformation
• Pedagogy
• Stakeholder Communication
• Active Learning

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1. Is there space for blended learning anymore? Vicki Dale, Academic & Digital Development

2. The problem with blended learning Students Staff Institution memecenter.com Struggling students (Ando et al., 2022) https://upload.wikimedia.org/wikipedia/commons/8/8d/De_ Alice%27s_Abenteuer_im_Wunderland_Carroll_pic_03.jpg https://imgflip.com/memegenerator/166152128/ Ben-affleck-smoking Overcrowded campus (Dashti & McTear, 2013) Staff exhausted (Watermeyer et al., 2021) and struggling (Cabello, 2022) Is blended learning the panacea we thought it was?

3. The problem with blended learning Despite being 'the new normal' (Buhlwiggers et al., 2023) Term blended learning rendered meaningless (Oliver & Trigwell, 2005) Simplistic dichotomy between face-to-face and online; move towards active blended learning (Armellini & Padilla Rodriguez, 2021) At UofG, active learning replaced use of term blended learning TREC (Trigger, Review, Expectations/Evidence, Consolidation) model (Cullen & McCabe, 2022) can help us think about designing a sequence of learning activities across spaces.

4. The solution? We need to make space Space for care Communities of Practice Communication between HEIs Space for reflection Space to share what works & what doesn t Space to experiment or make mistakes (in a low risk way) Space for learning Pedagogical space Dialogic space Space to explore new pedagogical & learning design frameworks Stakeholders listening to each other Staff-student partnership working Space for transformation

5. References Ando, K., Basilisco, J., Deniega, A., Gador, K., Geraldo, P.J., Gipulao, W.E.M., Redondo, M., Sumampong, M.M., Talledo, M., Villacis, F., Taneo, J., Cabello, C., Minyamin, A., (2022). Learning without Learning in the New Normal: College Education Students Lived Experiences in Blended Learning Modality. Psychology and Education: A Multidisciplinary Journal, 2(6), 455- 464. https://doi.org/10.5281/zenodo.6791799 Armellini, A., & Padilla Rodriguez, B. C. (2021). Active Blended Learning: Definition, Literature Review, and a Framework for Implementation. In B. C. Padilla Rodriguez & A. Armellini (Eds.), Cases on Active Blended Learning in Higher Education (pp. 1- 22). IGI Global. https://doi.org/10.4018/978-1-7998-7856-8.ch001 Buhl-Wiggers, J., Kj rgaard, A., & Munk, K. (2023). A scoping review of experimental evidence on face-to-face components of blended learning in higher education. Studies in Higher Education, 48(1), 151-173. https://doi.org/10.1080/03075079.2022.2123911 Cabello, C. A. (2022). Higher Education Professors in Blended Learning Modality of Teaching: The Silent Tears of Heroes Towards Resiliency. Journal of Positive School Psychology, 6(3), 6171 6183. Cullen, R. & McCabe, O. (2022). Active learning journeys: The TREC model. In 100 ideas for active learning. University of Sussex Press. https://doi.org/10.20919/OPXR1032/10 Dashti, J., & McTear, E. (2013, Novevber 19). Overcrowding on campus. The Glasgow Guardian. https://glasgowguardian.co.uk/2013/11/19/overcrowding-on-campus/ Oliver, M., & Trigwell, K. (2005). Can blended learning be redeemed? E-Learning and Digital Media, 2(1), 17-26. Watermeyer, R., Crick, T., Knight, C., & Goodall, J. (2021, 2021/03/01). COVID-19 and digital disruption in UK universities: afflictions and affordances of emergency online migration. Higher Education, 81(3), 623-641. https://doi.org/10.1007/s10734- 020-00561-y

6. Thank you for listening! vicki.dale@glasgow.ac.uk #UofGWorldChangers @UofGlasgow