Rodolphe Maurel
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Blended learning
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Blended learning
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By putting their content online, students can move at their own pace1. Those who are familiar with the material can go through it1 quickly—even watching it at an increased speed! While1 others who aren’t as familiar with it can pause to take notes, rewatch it, or <abbr title="mobiliser">call up</abbr> other resources to help them understand a concept being explained.
An additional benefit for all students is that they can choose to engage1 with the material when they’re most alert, which satisfies both the early bird and the night owl. And for those students who have disabilities1 can take the breaks that they need without having to worry about missing out or distracting others.
Putting work assignments back in the classroom also has a number of benefits from a learning science1 perspective.
A lot of students describe the frustration of feeling like they understand a concept in class, but then being confused1 when they go home and try to apply1 it to an assignment. This is also supported by research—we learn best through active work, not passive listening1.
Doing work assignments during class time means that teachers are available1 when students need them the most—when they are trying to apply their knowledge.
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