Online and blended learning (Gilly Salmon's 5 stage model for online…
Online and blended learning
Online teaching methods
Enhances F2F instructions
Enhances (timely) collaborations
Few onsite staff (e.g. administrative staff)
Confidence on learners side (during online learning)
Keeping up with e-content development is a full time job
Technology dependent & compatibility
(e.g. lack of updated versions)
Online teaching skills
Gilly Salmon's 5 stage model for online learning
Participants who are well acquainted with digital tools and online environments (natives, even well-informed visitors) have an advantage when embarking on online courses. They don’t have to spend time familiarising themselves with the platforms and tools used and can even expand the assortment. On the other hand, participants who do not use e-tools as often might need extra time both before and during the course to keep up.
The participants start interacting with each other and the facilitators and form a learning community. These initial interactions set the base and are essential for a successful course. Ground rules for collaboration should be set at this stage.
The group works together to complete tasks and participate in e-tivities. The participants grow more and more confident in their roles as e-learners and assist each other by offering their unique expertise and experience.
By now, the group members have found their roles in the e-community and have adjusted. They are taking responsibility for their own learning, and help each other. The moderator/facilitator has now taken a more peripheral role, offering guidance only when absolutely necessary.
The participants do not only learn, but also implement knowledge and experience from the course in their own work. They are also capable of fine-tuning this knowledge to suit their own areas of work.
Adopted and modified from
Levels when changing to
Online activity replacing an existing
Aligned to ILOs
Progressive change to online learning
Effective, carefully chosen activities
Can require repeated course occasions to optimize
Difficulties to recognize the replaceable course parts
Higher technical requirements and time-consuming
Redesigned or original blended module
Maximizing blended learning benefits
Activities aligned with ILOs
Redesigning and optimizing the module
Requires changes to teaching approach
Requires experience to choose optimal tools
High technical requirements and time-consuming
Adding online activities to existing modules
Fast and simple to change course
Few technical challenges
Easy to implement
Risk of increased workload
Can be difficult to merge the course
Difficulties to identify the optimal approach