Integrated learning

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The term integrated learning or English blended learning describes a form of learning in which the advantages of face-to-face events and e-learning are combined.

definition

Blended learning or integrated learning describes a form of learning thatstrives fora didactically meaningful combination of traditional face-to-face events and modern forms of e-learning . The concept combines the effectiveness and flexibility of electronic forms of learning with the social aspects of face-to-face communication and, if necessary, the practical learning of activities. This form of learning combines different learning methods, media and learning-theoretical orientations.

As a learning organization, blended learning aims to strengthen the advantages and minimize the disadvantages through the appropriate combination of different media and methods. It is particularly important that the attendance phases and online phases are functionally coordinated. Through the unprejudiced use of the optimal medium in the respective step of the learning process, blended learning represents a decidedly universal form of learning organization.

A summary definition for blended learning is:

Blended learning is an integrated learning concept that makes optimal use of the options available today for networking via the Internet or intranet in connection with 'classic' learning methods and media in a meaningful learning arrangement. It enables learning, communication, information and knowledge management, detached from place and time in combination with the exchange of experiences, role play and personal encounters in classic face-to-face training. "

- Sauter : Sauter and Bender . 2004, p. 68

In addition to the reference to the teaching methodology, there is the importance of integrated learning with regard to the utilization of knowledge . Here "integrated learning" means that knowledge is learned in specially linked systems, that is, different areas of knowledge are created in an integrated manner. Integrated learning as a way of absorbing information aims to absorb knowledge more quickly, understand it more deeply, apply it more effectively and expand it more independently. The basis for integrated learning is primarily the neuroscientific findings of recent years. This method of learning is understood as the fundamental counter-concept to “ memorization ”. With integrated learning, the focus is on understanding and thus to force the connections between the knowledge elements.

Origin of the term

Translated directly, blended learning means “mixed learning”. In English, as in the production of coffee , whiskey , wine or tobacco, blend denotes the mixture (the "blend") of several starting components. It is done to ensure a consistently high quality that exceeds that of the individual ingredients.

With blended learning , two forms of learning (face-to-face training and e-learning) are combined and merged into one unit. In relation to pure e-learning, a new element is added (namely the presence phases), so that, as with e-learning, a distinction is no longer made between computer-based training (CBT) and web-based training (WBT) can, i.e. according to the location of the learner, but also according to the phasing of communication or self-learning sequences, more precisely according to whether a sequence of the learning process can be defined as e-learning or as a face-to-face event according to its methodology. In the case of a pure WBT part in the blended learning offer, it would be better to speak of "online phases" rather than just "e-learning phases". A common curriculum (syllabus) is drawn up from traditional forms of learning such as face-to-face events and online forms of learning , whereby the phasing of the learning phases is important in both didactic and methodological terms.

Integrated learning as a type of knowledge processing is conceptually meant in the sense of “bringing together” or “connecting”. This emphasizes that knowledge never stands for itself, but that knowledge only gains deeper value through its integration.

History and current status

The development of blended learning is logically closely linked to the development of e-learning.

Even with computer-based training applications in the 1980s, an introductory classroom event or a final classroom test was occasionally part of the overall concept. This also applies to numerous distance learning courses based on teleteaching .

With the emergence of author systems in e-learning and their further development into learning platforms ( learning management systems, learning content management systems), training for authors and training for e-learning tutors in the form of blended learning were added. When it comes to the pure transfer of knowledge itself, modern e-learning systems that have dialogue networks and non-linear process paths (excursions, deepening, individualized analyzes of learning controls) can largely do without presence components (closed e-learning systems). Supplementary tutorial support enables additional help with questions and problems and prevents social isolation.

The development of high-performance e-learning systems did not yet bring the expected breakthrough of the new technology in terms of widespread use. Initially, the new applications were missing, whose economic added value compared to conventional teaching methods was large enough to assert themselves on the market. This changes with e-learning with customer-specific applications, e.g. B. in the area of ​​training sales and staff (e.g. good manufacturing practice ). In the case of blended learning , the breakthrough takes place in practice-oriented training courses for work processes, particularly in the process industry, as well as in instruction for operating staff and the like a. for occupational safety within the framework of requirements.

The strengths of blended learning lie in the optimal design of the preparation phase and the follow-up phase of learning processes.

If the preparation of face-to-face events via e-learning ensures the same basic knowledge of the participants, the electronic follow-up process via e-learning ensures the transfer of learning that traditional face-to-face events cannot provide.

To prepare for e-learning, especially in the case of cooperative, social forms of learning ( computer-supported cooperative learning ), an upstream face-to-face meeting between the participants and the organizer has proven successful. Such face-to-face seminars promote the formation of learning communities and help to build trust in the learning opportunities and the people involved.

In order to impart practical skills, such as the driving license test, the training and further training of first aiders, further training in working life or in sports, the theoretical basics (knowledge transfer) are learned through e-learning before the practical exercise as part of a face-to-face training. Methods supported. Despite complex simulation techniques, it is not yet possible to provide classroom training, e.g. B. to be completely replaced by electronic forms of learning as part of pilot training. When it comes to learning practical skills, there are limits to pure e-learning, while blended learning is an intelligent mix of e-learning and face-to-face events.

The use of Google Classroom is already widespread in English-speaking countries , particularly in the United States .

Method, media and theory mix of blended learning

As a universal learning organization, blended learning integrates all methodological , media didactic and media pedagogical as well as learning theory orientations. “ People are not single-method learners! We are, as a species, blended learners ”(German:“ People don't learn according to just one method! We are, as a species, integrated learners ”), says Elliott Masie.

The following combinations can be used in blended learning :

Source: Claudia Wiepcke, 2006, p. 69

Comparison of teaching and learning forms

Blended learning combines the advantages of face-to-face events and e-learning in such a way that the respective advantages are reinforced and the disadvantages are compensated.

Face-to-face event

Advantages:

  • Participants establish social contact, form a group, the social event is the focus.
  • Lecturers and participants get to know each other, participants can develop preferences for one another.
  • The lecturer can react immediately to comprehension difficulties and suggestions.
  • The lecturer can better plan the upcoming online course events and thus carry out fine- tuning . This allows the needs and actual interests of the participants to be better taken into account.
  • The communication is holistic.
  • The participants support each other in learning.
  • Further discussions can arise at any time.

Disadvantage:

  • All people must be in the same place at the same time.
  • All participants should have the same relevant prior knowledge so that general learning progress is not hindered.
  • The learning pace cannot be customized.

E-learning / self-learning or group-based online learning

Advantages:

  • Participants learn how and where it suits them. You set content priorities and thus get the most out of yourself.
  • Learning is independent of time and place.
  • Participants determine their own pace of learning.
  • The learning material is well prepared, the methodology / didactics are very flexible.
  • The use of different media (image, video, sound, animation, text) and different tasks (practical relevance, theoretical approach, games, group work, individual work, ...) appeals to different learning types.
  • Depending on the platform, simple, individual and motivating support for the individual participants is possible; this way, misinterpretations can also be excluded.

Disadvantage:

  • No social bond with other participants if no e-moderation is used.
  • Possible misinterpretations of content go unnoticed if specialist tutors are not sufficiently approachable.
  • A high level of self-learning skills is required if there is no individual support through e-Facilitation .
  • Participants can easily get "lost" by the course management if there is no supervision.
  • Participants withdraw from the study group if particularly conspicuous and dominant participants dominate the group.

The decision for the form of blended learning should be determined by a media didactic conception that takes into account the parameters of the didactic field (target group, teaching content, teaching and learning objectives, learning situation, etc.). Your own preference as a teacher should not be disregarded: “Not everyone is suitable as an online course author or online tutor”. Appropriate training makes sense.

A typical example of the application of blended learning is the regular training of employees on occupational safety issues. Since the majority of the participants are familiar with the majority of the content of the recurring training courses, e-learning modules enable an individual learning pace. At the same time, integrated learning success controls offer the opportunity to track down frequent sources of error and to specifically deepen knowledge and skills through classroom training. The employers' liability insurance association has also laid down rules for instruction using electronic aids. Not all instruction topics are suitable for pure e-learning. In particular when imparting practical skills (e.g. handling hazardous substances, operating cranes and hoists, handling forklifts), only the blended learning concept with face-to-face training leads to the desired learning goal.

quality

The quality of a high-quality blended learning offer is characterized by

  • a continuous, through all phases of the learning process continuous curriculum
  • a choice of medium (see form of publication ) that brings out the strengths of the respective phase to the full
  • a program that gives the learner as much freedom as possible ( learning pace , learning style, input channels, social connection, modules , etc.)
  • a teaching that values fun learning priority

criticism

Conceptual criticism: Blended learning was often rejected as a fashionable term, but alternative terms such as “hybrid learning arrangements” or “Internet-based teaching” have not yet been used more widely.

Criticism of content: In particular, it is criticized that the simple combination ( blend ) of elements does not bring the hoped-for successes if they do not meet the quality criteria mentioned above.

Use in school

In school lessons, blended learning is practiced in German-speaking countries, among other things, in the context of pilot projects, for example at the Neubeuert high school , a private school south of Rosenheim . The ninth and tenth graders of this facility decide on the evening before each school day at the latest which learning modules, which are set up on the school's internal learning platform, they want to deal with, and then work on them independently. The teachers only specify the content, but not the order and intensity in which the students study it. The core of many modules are learning videos that come from the paid online platform “ Sofatutor ”. The students can look at them as often as they want, depending on their individual learning pace. Each group of students is accompanied by two teachers who help with questions of understanding or motivation holes. Deadlines are set for completing the modules. The teachers can access the devices of all students at any time and read along. In the following lessons, what has been learned is deepened, practiced and applied in a practical way.

literature

  • Barbara Buchegger, Lotte Krisper-Ullyett, Julia Michl, Johann Ortner: Collaborative blended learning. An orientation for teachers, moderators and tutors on the topic: How can I use the e-medium for learning processes in adult education? In: Publication series of the FHWien . tape 42 . Vienna 2006, ISBN 978-3-902079-57-2 .
  • Rüdiger Keller: Live e-learning in knowledge management - New forms of knowledge access through learning in organizations and companies . In: Dagmar Lück-Schneider, Stephan Maninger (ed.): Knowledge Management - An Interdisciplinary Consideration . Wissenschaftsverlag, Berlin 2006, ISBN 3-938407-14-X .
  • Andreas Liening, Claudia Wiepcke: Blended learning as a catalyst for gender mainstreaming . In: Dortmund contributions to economic education . No. 3 . Economic and Social Sciences University Faculty, 2004, ISSN  1613-6381 .
  • Gabi Reinmann-Rothmeier: Didactic innovation through blended learning. Guidelines based on an example from the university . With the collaboration of Frank Vohle, Frederic Adler and Heidi Faust. Huber, Bern 2003, ISBN 3-456-83952-9 .
  • Annette Sauter, Werner Sauter: Blended Learning. Efficient integration of e-learning and classroom training . Luchterhand, Neuwied 2004, ISBN 3-472-05592-8 .
  • Bernd Rüschoff: Foreign language lessons with computer-aided materials. Didactic considerations and examples . 2nd Edition. Hueber, Munich 1988, ISBN 3-19-006986-7 .
  • Claudia Wiepcke: Computer-aided learning concepts and their evaluation in further education. Blended learning to promote gender mainstreaming . Kovač, Hamburg 2006, ISBN 3-8300-2426-6 .
  • Isabella Peter: Success factors and obstacles in tele-tutoring. An analysis of the virtual supervision of learners in the context of hybrid teaching-learning arrangements . Herbert Utz, Munich 2007, ISBN 3-8316-0682-X .
  • Blended learning for the area of ​​occupational safety and plant safety. Less training required . In: Security Officer . No. 05/06 . Curt Haefner, June 1, 2007, ISSN  0300-3337 .
  • BGR A1. Principles of prevention . Employer's liability insurance association rules for safety and health at work. Works council publishing house, Seehausen am Staffelsee 2007, ISBN 978-3-934637-21-4 .
  • Allison Rossett: The ASTD E-Learning Handbook . McGraw-Hill, New York 2002, ISBN 0-07-138796-X .
  • Rainer Hoss, Harry Papilion, Thomas Stuhlfauth, Hartmut Voelskow: Blended learning in occupational health and safety practice . In: Safety Engineer . No. 8 , 2008, ISSN  0300-3329 , p. 46-47 .
  • William V. West: Value-on-Investment and the Future of E-Learning in the Training Market . In: Educational Technology . tape 44 , no. 5 , 2004, ISSN  0013-1962 , p. 41-45 .
  • John Erpenbeck , Werner Sauter: Blended Learning on the Net: New Blended Learning in Web 2.0 . Luchterhand, Neuwied 2007, ISBN 978-3-472-07089-4 .

Individual evidence

  1. Gabi Reinmann-Rothmeier: Didactic innovation through blended learning. Guidelines based on an example from the university . Huber, Bern 2003, ISBN 3-456-83952-9 , pp. 19 .
  2. Uwe Janatzek: Blended learning for social work. Learning and educational programs with new media on a group educational basis . VDM, Saarbrücken 2008, ISBN 3-8364-3104-1 , p. 50 .
  3. ^ William V. West: Value-on-Investment and the Future of E-Learning in the Training Market . In: Educational Technology . tape 44 , no. 5 , 2004, ISSN  0013-1962 , p. 41-45 .
  4. quoted from Allison Rossett: The ASTD E-Learning Handbook . McGraw-Hill, New York 2002, ISBN 0-07-138796-X .
  5. BGR A1. Principles of prevention . Employer's liability insurance association rules for safety and health at work. Works council publishing house, Seehausen am Staffelsee 2007, ISBN 978-3-934637-21-4 , item 2.3.1.
  6. Anja Reiter: guinea pig . In: The time. January 23, 2019, accessed February 6, 2019 .