Rodolphe Maurel
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Blended learning
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Blended learning
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Another place where students struggle1 traditionally is with out of class group-work, because it can be hard to coordinate an in-person meet up1 as well as make sure those meetings are constructive.
Moving group work into the classroom setting makes the logistics <abbr title="simple">straightforward</abbr>, and it also allows1 an instructor to keep an eye on group meetings and to help facilitate them if needed.
An important aspect of all blended-learning environments is that they are not intended to1 <abbr title="en finir avec">do away with</abbr> “face time1” in the classroom. <abbr title="à la différence de">Unlike</abbr> online classes, where all of the material and interactions are online, blended-classrooms count on face-to-face interactions between students and teachers.
Instead of <abbr title="se débarrasser de">getting rid of</abbr> these interactions, blended-learning structures are intended to optimize1 them—moving the teacher from a passive ‘sage-on-the-stage’, who <abbr title="distribuer">delivers</abbr> didactic lectures to a large audience, to a more active role as a ‘guide-on-the-side, who interacts one-on-one with students to help guide them in ways that would be impractical1 or impossible with a traditional teaching model1.
By doing this, blended learning classes move from a teacher-focused1 learning model to a student-focused learning model.
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