Project Overview
The project addresses to all quality issues connected with Blended Learning. Contrary to the widely approved eLearning, which is scientifically documented and indicated certain standards of quality, bLearning describes itself and is subject to a quantity of case studies. Yet there exist barely precise quality standards so far. This is the main motivation of the consortium to define and set quality standards as well as tools to evaluate the quality of bLearning. Further, it is the aim to develop tools to measure, proof and subsequently to ensure the quality of bLearning courses.
Project Purpose
bLearning is described in many scientific documents and research work and is subject to a quantity of case studies. Yet there exist barely precise quality standards so far.
This is our main motivation, to define and set quality standards as well as tools to evaluate the quality of bLearning. Further, it is our aim to develop tools to measure, proof and subsequently to ensure the quality of bLearning courses.
Need/Case
As Valerie Strauss defines Blended Learning in her column as “… is some mix of traditional classroom instruction (which in itself varies considerably) and instruction mediated by technology. The latter can be one student with a tablet or laptop, or small groups of kids working together on devices.”[1] The consortium sees this aspect as an affirmation for the need of the project.
In the current text, bLearning means both: the method itself and the course scheme, which is using this method. The consortium defines bLearning as a teaching method, which consist of two elements: classroom teaching along with distance learning, or eLearning. A typical characteristic for this learning method is a group of involved trainees.
From the consortium’s point of view an extensive analyses of the Blended Learning teaching method is necessary to determine, how quality of Blended Learning courses can be defined. Based on these results, tools to analyze and measurements are going to be developed to evaluate the process of teaching (content is to be evaluated individually at each course depending on the course’s subject) and ensure the overall quality. As the process of Blended Learning courses is always identical, general guidelines and quality rules are attainable. It is the aim of the project to define, prove and publish them. All developed methods, tools and guidelines are evaluated to fit to the learners’ needs and to support them best in their learning work.
Objectives
The aim of this project is to develop a quality system for Blended Learning (bLearning).
Although the method had been mentioned first in 1999[2], any quality management description of the method is still missing until today. Quality covers the teaching environment as well as the learning setting.
The objectives of the project are:
- Develop and define precise methods to ensure high quality in planning, developing and implementing, executing and evaluating Blended Learning courses. The validation methods will be an additional feature. The focus of quality is set on teachers’ activities as well as on the trainees’ needs. Tools and guidelines are going to be developed, tested and published.
- Define, test and describe measureable means for quality levels in Blended Learning
[1] STRAUSS, VALERIE: Three fears about blended learning. In: Washington Post (2012)
[2] Press release by “Interactive Learning Center”, “… offering its Internet courseware using the company's Blended Learning methodology” on March 5, 1999