Blended learning environments are undoubtedly a great boon for education in the modern world. They open out new ways in which learners can engage not just with content, but also with technology, peers and educators.

There are many ways to design and conduct a blended learning course, but it is no mean feat for an educator to conduct one successfully, considering all the elements of blended learning.

What was very revealing to me as an educator was the usefulness of Gilly Salmon’s Five Stage model that provides a very clear framework of the process we must keep in mind in designing blended learning. It takes into account both the e-moderating, technical support and levels of interactivity across learner and educator. But above all, keeping the process very learner centred.

We have as a team, during ONL211 intentionally or perhaps even unintentionally been led along this path that is conducive to learning. The early stages of motivation seem key in the process of onboarding and buy-in. Learners need to be guided and nudged to find their hook. The socialization and getting to know each other is critical in knowing who the learners are and what their needs are. Then moving the dynamic towards giving and receiving information, ideas and perspectives. At some point the dynamic comfortably shifts towards scholarly ways of co-constructing knowledge culminating in the demonstration of achievement.

For an educator, the challenges are perhaps very different than those of the learner. The eternal conundrum of how to keep the learners engaged seems to plague us. In my experience a large of lart of learner engagement is contextualized by content, making meaning of the activity, and suitability of the learning environment.

Blended learning is a space that I hope to explore further, taking away learnings from peers in ONL211 and also my reflections of aspects of teaching and learning that I continue to grow with.