Blended Learning 2.0 @NUS

Despite the challenges of COVID-19, NUS was able to continue in our educational mission, through thoughtful use of online learning and assessments. The Blended Learning 2.0 (BL 2.0) initiative is developed to support our teaching-learning activities as we continue to leverage on online or hybrid learning to help improve student learning outcomes.

Teaching and Learning on Campus: Blended Learning 2.0

Reference

With traditional teaching and learning, activities take place in-person. Students can only revisit learning materials in the form of hardcopy notes. Students who miss these classes depend on teachers’ handouts or borrowed notes.

Massive Open Online Courses (MOOCs) and Small Private Online Courses (SPOCs) take place online. Students can watch and review recorded video vignettes and online notes, but student-teacher engagement is minimal.

Internal blended online courses (iBLOCs) offer bite-sized video vignettes and online reading materials. Tutorials take place in-person, with deep-dive activities. To date, few NUS’ modules have been offered as iBLOCs.

COVID-19 limited in-person activities, leading the NUS community to embrace online and hybrid learning. The time is right for Blended Learning 2.0 (BL 2.0). This includes bite-size or long form pre-recorded or live lectures (simultaneously recorded). Tutorials follow: in-person or online deep-dive sessions that can also be recorded. Teachers can analyse students’ learning activities, particularly online activities. This helps teachers track their progress and improve learning outcomes.

Blended Learning 2.0: Key Considerations

The following table provides key considerations when designing modules using the BL 2.0 model:

Key Aspects of Teaching with Deep Dive Modes of Delivery
Lectures
  • In-person and/or online
  • Synchronous recorded or asynchronous pre-recorded
  • Recordings in bite-sized or full-length
Tutorials/Seminars/Lab Sessions
  • In-person and/or online synchronous
  • Recorded or otherwise
Assessment
  • In-person or online
  • Formative and summative assessments

High impact learning experiences are encouraged within BL 2.0, which can be purposefully designed to help students achieve the learning outcomes of the module (Kuh,2008). These experiences (i.e. deep dive) will be different depending on the context in which it is applied (e.g. workplace, field setting), or the format (e.g. blended/hybrid learning).


The following are a number of practices that can be incorporated in all teaching:

  • Critical thinking, questioning and engaging in a systematic process to inquire or investigate
  • Development of student competencies in areas such as information literacy, writing, oral communication and quantitative reasoning
  • Collaborative and team learning
  • Exploring diverse perspectives
  • Connecting learning beyond the classroom and apply to real world settings

Deep dive with the BL 2.0 model should include one or more of the above practices.


The following are some possible scenarios for BL 2.0:

Scenario Description
Scenario 1

Pre-recorded video lectures / pre-class readings or resources (asynchronous)
+ Face-to-face tutorials/seminars/labs with deep dive

Scenario 2

Online lectures (synchronous + recorded)
+ Face-to-face tutorials/seminars/labs with deep dive

Scenario 3

Online lectures (synchronous + recorded)
+ Online tutorials/seminar/labs with deep dive

Scenario 4

Hybrid learning (i.e. simultaneous face-to-face & online teaching) (synchronous + recorded)
+ (a) online tutorials or (b) face-to-face tutorials with deep dive

TEL-Evangelists

Our team of TEL-Evangelists, consisting of experienced learning designers, educational technologists and media producers, will support and guide faculty members to achieve your module’s learning outcomes using the BL 2.0 approach.

Colleagues may contact   TEL-Evangelist as a "one-stop shop" for any queries on blended learning for your modules. Where necessary, a meeting could be arranged with the module instructors to discuss the detailed requirements for redesigning the module.

References


Kuh, G. (2008). High-Impact Educational Practices: What They Are, Who Has Access to Them, and Why They Matter. Washington DC: Association of American Colleges and Universities.