Taking a blended-learning approach to teaching

Blended Learning – The best of two worlds

As a lecturer or university instructor, you are responsible for creating the student learning environment – and how you design the learning environment will influence how your students engage with the learning process. Digitalization offers an array of technologies that you can use to design learning environments that meet the requirements of the 21st century, facilitate personalized learning and have a lasting positive impact on student learning outcomes. Sounds great! How do I get started? Current educational and psychological research indicates that the most effective approach is that of 'blended' or 'hybrid' learning – a form of mixed-mode instruction that combines traditional classroom methods with digital forms of learning.

'At the present time, blended learning represents the "best variant" of digital teaching methodologies, because it combines the advantages of the digital and traditional learning environments' (Kunze & Frey, 2021, pp. 71–72).

Blended learning can be understood either as the dual use of classroom-based and online teaching methods in a didactically effective manner incorporating both synchronous and asynchronous learning phases (e.g. flipped classrooms) or as the integration of digital elements into classroom teaching. Synchronous learning refers to a mode of learning in which students and lecturers are present at the same time in the same physical or digital space. It is characterized by interaction and the exchange of ideas between students and between students and instructors. Asynchronous learning phases are those in which students access digital materials at their own pace (e.g. watching pre-recorded lectures, reading assigned materials, tackling problems and exercises). Asynchronous learning is characterized by flexibility, enabling students to explore and engage with material at a location and time convenient to them. (German Science and Humanities Council (Wissenschaftsrat), 2022). Blended learning is an approach that allows you, the instructor, to combine the best teaching and learning components into your university teaching activities.

Regardless of the format of your teaching activity, you need to consider both the macro-level and micro-level learning outcomes of your teaching (Uemminghaus & Frey, 2021). We have compiled a number of resources for you and your students that are designed to help you organize synchronous and asynchronous learning environments in an effective and engaging way. We have placed particular focus on explaining and encouraging the use of the 'flipped classroom' concept.

Synchronous teaching

'Synchronous teaching programmes require teachers and students to be present at the same in time in the same real or virtual space.' (German Science and Humanities Council (Wissenschaftsrat), 2022, p. 106).

Synchronous teaching can be conducted in physical, virtual or hybrid spaces. Whichever mode you choose, the following how-to guides show you how to design effective synchronous teaching activities:

In-person teaching

In-person teaching activities are those in which you and your students are present in the same physical learning environment at the same time (e.g. lecture hall, seminar room, laboratory).

If you're preparing an in-person teaching activity, take a look at our helpful check list:

  • Check list (in German) for in-person teaching activities

Like to learn more about effective in-person teaching techniques? Try our how-to guides, which you can access by joining the team Digitale Lehre UdS ('Digital Teaching – Saarland University') in Microsoft Teams.

Many of the university's meeting and conference rooms are equipped with video conferencing systems that can be used for digital teaching activities. If you have questions or need support in using the video conferencing technology, please contact Saarland University's Conference Support Group by email at:

KonferenzHilfe[at]uni-saarland.de
or by phone at: +49 681 302-3333 
or via MS Teams: Conference Support Group

Digital teaching

Digital (aka virtual) teaching activities are those in which you and your students interact at the same time in a digital environment (e.g. a live video call in MS Teams).

If you're preparing a digital teaching activity in MS Teams, take a look at our helpful check list:

  • Check list (in German) for digital teaching activities

Like to learn more about effective digital teaching techniques? Try our how-to guides, which you can access by joining the team Digitale Lehre UdS ('Digital Teaching – Saarland University') in Microsoft Teams.

Hybrid teaching activities

In a hybrid teaching activity, some of your students are present in person in the same physical space, while other students participate remotely by joining the activity online. As the instructor, you may choose to be present in person or you can teach the class remotely.

If you're preparing a hybrid teaching activity, take a look at our helpful check list:

  • Check list (in German) for hybrid teaching activities

Like to learn more about effective hybrid teaching techniques? Try our how-to guides, which you can access by joining the team Digitale Lehre UdS ('Digital Teaching – Saarland University') in Microsoft Teams.

In order to teach a hybrid course, you will need access to a room equipped with a virtual conferencing system. If you have questions or need support in using the video conferencing technology, please contact Saarland University's Conference Support Group by email at:

KonferenzHilfe[at]uni-saarland.de
Tel.: +49 681 302-3333 
MS Teams Conference Support Group

Flipped classroom

The flipped classroom is a pedagogical approach that combines synchronous and asynchronous learning phases. The asynchronous phases are periods of self-directed study in which students engage with the course materials at a time that suits them and in their preferred learning environment without the instructor being present. The knowledge that students acquire in these asynchronous self-study phases serves as preparation for the subsequent (in-person or virtual) synchronous phase. During synchronous learning, students can actively exchange ideas with other course participants as well as with the instructor, and they have the opportunity to apply the ideas in practice, thus deepening their understanding of the concepts being taught. In a flipped learning set-up, the traditional instructional approach is 'flipped', with the acquisition of facts, information and knowledge now done asynchronously outside of the normal classroom environment, while cognitively engaging activities (exchanging ideas, problem solving and knowledge transfer tasks) are now completed in the physical or remote classroom under the guidance of the course instructor.

If you're interested in using the flipped classroom, the first step is to provide your students with preparatory materials, such as documents to read or videos to watch. To help students assess whether they have understood the content, you can compile self-assessment tasks, such as quizzes or exercises, which the students can complete at the end of a self-study unit. Self-assessment is important as students do not receive direct feedback from the instructor at this phase of the learning process. Supporting and encouraging independent and self-regulated student learning are key factors in ensuring the success of asynchronous self-study phases. Supporting students during their self-study phase is crucial as the flipped classroom concept only function well if students arrive well-prepared for the instructor-guided classroom sessions.

This in turn requires careful coordination of the content presented in the asynchronous self-learning phases and the synchronous classroom phases. To make effective use of the flipped classroom approach, you will need to prepare relevant materials and resources for the asynchronous self-study phases as well as provide your students with opportunities during the classroom sessions to exchange, discuss and apply the knowledge they have acquired independently. Active cognitive engagement with learning materials can significantly enhance student learning outcomes and deep cognitive activation is regarded as an indicator of good teaching quality (cf. Helmke & Brühwiler, 2018; Kunter & Trautwein, 2013). The instructor-led classroom sessions should never be reduced to a simple question-and-answer game in which students just repeat information when prompted by the teacher. Instead, students should work collaboratively and interactively on and with course materials under the guidance and supervision of the instructor (see Zickwolf & Kauffeld, 2019).

If you're preparing a flipped classroom teaching activity, take a look at our helpful check list:

  • Check list (in German) for flipped classroom teaching activities

Like to learn more about how to use the flipped classroom approach effectively? Try our how-to guides, which you can access by joining the team Digitale Lehre UdS ('Digital Teaching – Saarland University') in Microsoft Teams.

Asynchronous learning

'Asynchronous learning refers to educational activities in which students can engage with learning materials (typically provided online) at their own pace and in their own time. Traditional periods of self-study using analogue materials are also a form of asynchronous learning.' (German Science and Humanities Council (Wissenschaftsrat), 2022, p. 106).

Like to learn more about designing effective asynchronous learning activities? Try our how-to guides, which you can access by joining the team Digitale Lehre UdS ('Digital Teaching – Saarland University') in Microsoft Teams.

Accompanying resources

Accompanying resources are useful materials of direct or indirect relevance to the subject matter being taught and that are supplementary to the content of the synchronous classroom sessions. Examples of useful subject-specific resources are links to websites that explain basic terminology or that contain tutorials and/or additional exercises. To help students prepare for examinations or assessments, you can provide recordings of your lectures, seminars or classes, or provide examples of digital work output or lists of foundational texts or primary sources. You can also incorporate digital work assignments into your classroom sessions. And you can help students to acquire transferable study skills that they can use during periods of self-directed learning.

If you're thinking about compiling accompanying learning resources, take a look at our helpful check list:

  • Check list (in German) for creating accompanying resources

Like to learn more about designing effective accompanying resources? Try our how-to guides, which you can access by joining the team Digitale Lehre UdS ('Digital Teaching – Saarland University') in Microsoft Teams.

Online courses

Online courses are purely virtual learning environments in which students can engage with the content provided anytime and anywhere, thus accommodating their individual learning styles and speeds. As a course instructor, you can provide your students with a range of digital learning materials such as reference materials and instructional videos. To help your students assess their progress, it is important for them to have a record of their personal learning outcomes at the end of each tutorial, lesson or unit, or, for some online courses, at the end of the course itself. You can prepare quizzes or exercises that assess student understanding of the content and learning goals of individual units or the overall course.

If you're preparing an online course, take a look at our helpful check list:

Check list (in German) for online courses

Supporting your students

Depending on how you organize your course or teaching activity (in-person, online or hybrid) and how you combine phases of synchronous and asynchronous learning, your students will find themselves in different physical or virtual learning environments at different times. Being exposed to such a broad range of learning environments poses a particular challenge to students, especially in asynchronous learning phases, as they have to decide for themselves when, what and how much they want to learn (Lehmann et al., 2014). Germany's Standing Conference of the Ministers of Education and Cultural Affairs of the Länder in the Federal Republic of Germany (Kultusministerkonferenz, KMK) has described this challenge as the need for learners to 'assume responsibility for planning and shaping their personal learning goals and learning pathways' (KMK, 2017, p. 13) and thus the need to encourage and promote self-regulated learning (SRL).

Self-regulated (aka self-directed) learning can be understood as an active and constructive process in which the learners themselves set their learning goals and then attempt to monitor, regulate and control their cognition, personal motivation and behaviour, guided and constrained by the goals they set and the contextual features of the learning environment (Baumert et al., 2000).

During periods of asynchronous self-study, students have to meet the challenge of regulating their own learning, as external guidance from a teacher or instructor is often minimal or completely absent. However, the skills associated with successful SRL are becoming increasingly important in education as they have been shown to be extremely relevant to students achieving successful learning outcomes (Lehmann et al., 2014; Narciss et al., 2007). Self-regulated learning strategies are important factors in the successful completion of study assignments and university coursework (Dörrenbächer & Perels, 2016). Components of self-regulated learning such as metacognition, time management, effort regulation, critical thinking, goal setting and self-efficacy have been shown to have a positive effect on learning outcomes in digital learning environments (Broadbent & Poon, 2015; Lee et al., 2019).

However, at the present time, many students lack proficiency in the SRL skills set (Dörrenbächer & Perels, 2016). As an educator you can not only help your students acquire subject-specific knowledge and skills, you can also encourage them to develop positive learning strategies and effective study skills. We have put together a set of how-to guides that you can use to get students fit for learning in the 21st century. You can choose to incorporate these tools and methods directly into your course learning environments or make them available to your students separately.

Digital literacy:

Cognition:

Communication:

Metacognition:

Motivation:

Your contacts

Dr. Manuela Benick

Teaching Coach
Geb. A4 4 Zi. 2.01 
Tel.: 0681 302-3506 
manuela.benick(at)uni-saarland.de

Dr. Andreas Korbach

Instructional Designer
Geb. A4 4 Zi. 2.01 
Tel.: 0681 302-2589 
andreas.korbach@uni-saarland.de

Einzelnachweis

Baumert, J., Klieme, E., Neubrand, M., Prenzel, M., Schiefele, U., Schneider, W., Tillmann, K.-J. & Weiß, M. (2000). Fähigkeit zum selbstregulierten Lernen als fächerübergreifende Kompetenz. Projekt OECD PISA Deutschland. Berlin: Max-Planck-Institut für Bildungsforschung.

Dörrenbächer, L. & Perels, F. (2016). Self-regulated learning profiles in college students: Their relationship to achievement, personality, and the effectiveness of an intervention to foster self-regulated learning. Learning and Individual Differences, 51, 229-241. https://doi.org/10.1016/j.lindif.2016.09.015

Helmke, A. & Brühwiler, C. (2018). Unterrichtsqualität. In D. H. Rost, J. R. Sparfeldt & J. S. Buch (Hrsg.), Handwörterbuch Pädagogische Psychologie (5. Aufl., S. 860-869). Beltz.

Kultusministerkonferenz (2017). Strategie der Kultusministerkonferenz „Bildung in der digitalen Welt“. KMK. https://www.kmk.org/fileadmin/pdf/PresseUndAktuelles/2018/Digitalstrategie_2017_mit_Weiterbildung.pdf

Kunter, M. & Trautwein, U. (2013). Psychologie des Unterrichts. Ferdinand Schöningh.

Kunze, L. & Frey, D. (2021). Digitale Lehre an der Hochschule: Warum Blended Learning so gut funktioniert. In D. Frey & M. Uemminghaus (Hrsg.), Innovative Lehre an der Hochschule. Konzepte, Praxisbeispiele und Lernerfahrungen aus COVID-19 (S. 69-86). Springer. https://doi.org/10.1007/978-3-662-62913-0  

Lee, D., Watson, S. L. & Watson, W. R. (2019). Systematic literature review on self-regulated learning in massive open online courses. Australasian Journal of Educational Technology, 35(1). https://doi.org/10.14742/ajet.3749

Lehmann, T., Hähnlein, I. & Ifenthaler, D. (2014). Cognitive, metacognitive and motivational perspectives on preflection in self-regulated online learning. Computers in Human Behavior, 32, 313-323. https://doi.org/10.1016/j.chb.2013.07.051

Narciss, S., Proske, A. & Koerndle, H. (2007). Promoting self-regulated learning in web-based learning environments. Computers in Human Behavior, 23(3), 1126-1144. https://doi.org/10.1016/j.chb.2006.10.006

Uemminghaus, M. & Frey, D. (2021). Was macht gute Lehre aus: Eine Synopse theoretischer Modelle und praktischer Erfahrungen. In D. Frey & M. Uemminghaus (Hrsg.), Innovative Lehre an der Hochschule. Konzepte, Praxisbeispiele und Lernerfahrungen aus COVID-19 (S. 31-68). Springer. https://doi.org/10.1007/978-3-662-62913-0  

Wissenschaftsrat. (2022). Empfehlungen zur Digitalisierung in Lehre und Studium. Wissenschaftsrat. https://doi.org/10.57674/sg3e-wm53

Zickwolf, K. & Kauffeld, S. (2019). Inverted Classroom. In S. Kauffeld & J. Othmer (Hrsg.), Handbuch Innovative Lehre(S. 45-51). Springer. https://doi.org/10.1007/978-3-658-22797-5_2