1.2 - Pedagogical Theories Supporting Blended and Collaborative Approaches

Learning Objectives

• L.O1: To explore and analyze various pedagogical theories that underpin Blended Learning methodologies.
• L.O2: To understand the principles and components of the Complex Adaptive Blended Learning System (CABLS).
• L.O3: To examine the application of the Community of Inquiry Framework within Blended Learning environments.
• L.O4: To comprehend the SAMR model and its significance in educational technology integration.
• L.O5: To critically evaluate the effectiveness and limitations of pedagogical theories in supporting Blended Learning approaches.

Pedagogical Theories supporting Blended and Collaborative Approaches

According to Bonk and Graham (2006), blended learning is "part of the ongoing convergence of two archetypal learning environments" (p.2). The effects of the two delivery methods are not identical, though, and the way you integrate varies depending on whether you come from a background in online learning or traditional classroom instruction.

The Complex Adaptive Blended Learning System

Like animals or organisations, Complex Adaptive Systems (CAS) are dynamic networks of interconnected components that alter and adapt in response to both internal and external changes. They behave in an emergent manner, in which interactions between constituents result in unforeseen consequences. From biology to economics, CAS theory is utilised to explain phenomena in many different domains.

The Complex Adaptive Blended Learning System

Because of its emphasis on the needs of the student, the Complex Adaptive Blended Learning System, also named as CABLS is widely accepted and applicable everywhere in the globe, from the lowest levels of education to higher education. Students are the primary emphasis of this paradigm, with all other elements influencing one another.

The Complex Adaptive Blended Learning System

There are six elements in the system, all with their own sub-systems. These six elements are:

• the learner
• the teacher
• the technology
• the content
• the learning support
• the institution

The Community of Inquiry Framework in Blended Learning

The CoI framework facilitates guided inquiry by designating instructional activities and offering recommendations on blended learning methods and content that are grounded in theory and practice.

Blended learning that makes use of the CoI framework fosters possibilities for self-reflection, active cognitive processing, engagement, and peer teaching—all of which are consistent with the three original presences of the CoI framework (social presence, cognitive presence, and teaching presence).

SAMR Model

The SAMR model is a method for the gradual adoption of new technology and is well-suited for K–12 education. One strategy for the SAMR model is the gradual adoption of new technology in the form of digital transformation. The SAMR model is based on a logical and reasonable approach and primarily concentrates on four key components, which are covered in more detail below. 

• Substitution
• Augmentation
• Modification
• Redefinition