Another challenge is as a quick recapcoachdriver’s seateffectiveenjoyablemaking surereliablyrequiresresourcesshifttracked that the materials are being as a quick recapcoachdriver’s seateffectiveenjoyablemaking surereliablyrequiresresourcesshifttracked and independently consumed by the students, and they’re coming to class prepared.
This can be incentivized by closely tying in-class work assignments to the content that is being delivered online, and can often be as a quick recapcoachdriver’s seateffectiveenjoyablemaking surereliablyrequiresresourcesshifttracked with learning platforms.
Finally, one of the biggest challenges to blended learning is that it really changes the role of the teacher to that of a as a quick recapcoachdriver’s seateffectiveenjoyablemaking surereliablyrequiresresourcesshifttracked and puts students in the as a quick recapcoachdriver’s seateffectiveenjoyablemaking surereliablyrequiresresourcesshifttracked of their own learning—teaching them how to think as well as what to learn.
This as a quick recapcoachdriver’s seateffectiveenjoyablemaking surereliablyrequiresresourcesshifttracked is an important one and as a quick recapcoachdriver’s seateffectiveenjoyablemaking surereliablyrequiresresourcesshifttracked buy-in from both the teacher and the student to be successful.
When it's done right, though, blended learning can lead to a much more as a quick recapcoachdriver’s seateffectiveenjoyablemaking surereliablyrequiresresourcesshifttracked and as a quick recapcoachdriver’s seateffectiveenjoyablemaking surereliablyrequiresresourcesshifttracked learning experience for both parties!
Alright, so as a quick recapcoachdriver’s seateffectiveenjoyablemaking surereliablyrequiresresourcesshifttracked, blended learning combines online as a quick recapcoachdriver’s seateffectiveenjoyablemaking surereliablyrequiresresourcesshifttracked with in-person instruction, and one type of blended learning is the flipped classroom, where students consume their lecture resources at home and spend class time doing in-class activities. This allows the teacher to change from a passive ‘sage-on-the-stage’, to a more active ‘guide-on-the-side,’ facilitating a student-focused learning model.