A blended learning approach combines face-to-face classroom teaching methods with computer-mediated activities to form an integrated instructional approach. The goal of a blended approach is to join the best aspects of both face-to-face and online instruction. Classroom time can be used to engage students in advanced interactive experiences. Meanwhile, the online portion of the course can provide students with multimedia-rich content at any time of the day; anywhere the student has internet access:
- From MUGT computer labs
- At a coffee shop
- At the students’ homes.
This allows for an increase in scheduling flexibility for students, especially older graduate students. There are no rules in place to prescribe what the ideal blend might be. The term “blended” encompasses a broad continuum, and can include any integration of face-to-face and online instructional content. The blend of face-to-face and online materials will vary depending on the content, the needs of the students, and the preferences of the instructor.
Whether a course should be proposed as a face-to-face interaction, an online course or a blended course depends on the analysis of:
- The competences at stake
- The nature and location of the audience
- The resources available
Depending on the cross-analysis of these three parameters, the course designer will opt for one of the three options. In his/her, course scenario he/she will then have to decide which parts are online, which parts offline.
Some of the advantages of blended learning include:
- Cost effectiveness for both the MUGT institution and the learner with resource constraints
- Accessibility to a post-secondary education
- Flexibility in scheduling and timetabling of course work
The University assumes that students have:
- Computer and internet access
- Moderate knowledge in the use of technology and modern study skills.