{"id":3760,"date":"2021-10-25T10:04:54","date_gmt":"2021-10-25T15:04:54","guid":{"rendered":"https:\/\/ele.local\/?p=3760"},"modified":"2023-06-08T14:00:39","modified_gmt":"2023-06-08T19:00:39","slug":"planning-blended-learning-using-the-four-dialecticals-model","status":"publish","type":"post","link":"https:\/\/www.everylearnereverywhere.org\/es\/blog\/planning-blended-learning-using-the-four-dialecticals-model\/","title":{"rendered":"Planning Blended Learning Using the Four Dialecticals Model"},"content":{"rendered":"

Combinations of face-to-face and online learning modalities have been around for more than 20 years. But the COVID-19 pandemic has prompted college and university faculty to consider strategic approaches to planning blended learning that create meaningful connections, says Tanya Joosten, Senior Scientist and Director of Digital Learning Research and Development at the University of Wisconsin-Milwaukee and the National Research Center for Distance Education and Technological Advancements (DETA).<\/span><\/p>\n

Growing interest in this area prompted the recent publication of <\/span>Planning for a Blended Future: A Research-Driven Guide for Educators<\/a>,<\/em> of which Joosten was a contributing author. Presented by DETA, The Online Learning Consortium, and Every Learner Everywhere\u00ae, the guide outlines foundational knowledge about the universe of blended modalities (including hybrid, hyflex, and flipped) and provides practical resources for faculty and administrators who are updating, optimizing, and extending the blended learning course offerings at their institutions.\u00a0<\/span><\/p>\n

One of Joosten\u2019s contributions to the guide was the introduction of a new model she calls the \u201cfour dialecticals of blended learning.\u201d She says she wanted a model that could \u201cbetter capture blended and hybrid as experienced during the pandemic but also retain the integrity of the pedagogy,\u201d and, as her academic discipline is Human Communication, she drew on the concepts of dialectical tension in <\/span>relational dialectics theory<\/a>.<\/span><\/p>\n

“I wanted to provide readers with some applied and strategic steps to start thinking more about this blended university or college,” she explains. “How do they move forward to what we know in the model of blended learning is more likely to be statistically significant, and also qualitatively impact student outcomes?\u201d<\/span><\/p>\n

Looking for a new model<\/h2>\n
\"planning

From Planning for a Blended Future: A Research-Driven Guide for Educators<\/p><\/div>\n

Many of the existing ways to plan blended learning outlined it according to where it happened (how much of it is online) and by the technology (how digitally mediated it is). In recent years, with more attention to asynchronous models, discussions of blended learning planning also incorporated when it happened.<\/span><\/p>\n

But Joosten wanted a model that illustrated the characteristics of blended learning in a way that accounted for the pedagogy. \u201cWe need to know the practices we’re implementing are actually having an impact on student outcomes,\u201d she says.<\/span><\/p>\n

Joosten eventually settled on four dimensions that blended learning courses can be viewed along: <\/span><\/p>\n