BLENDING WITH PURPOSE: THE MULTIMODAL MODEL

TLDR

Blending with Purpose: The Multimodal Model posits that because learners differ by generation, personality, and learning style, instruction should combine face‑to‑face and online methods to meet diverse needs, guided by program goals and objectives. The article proposes a multimodal conceptual model for designing blended learning courses and programs that meet the needs of a variety of learners. The model recommends integrating multiple pedagogical approaches and technologies, examining blended learning definitions, technology use, generational characteristics, and learning styles, all driven by academic goals. Using multiple modalities enables students to learn in their preferred ways while also encouraging them to try new approaches.

Abstract

The purpose of this article is to propose a blending with purpose multimodal conceptual model for designing and developing blended learning courses and programs. A blended learning model is presented that suggests teachers design instruction to meet the needs of a variety of learners. Specifically, Blending with Purpose: The Multimodal Model recognizes that because learners represent different generations, different personality types, and different learning styles, teachers and instructional designers should seek to use multiple approaches including face-to-face methods and online technologies that meet the needs of a wide spectrum of students. A major benefit of multiple modalities is that they allow students to experience learning in ways in which they are most comfortable while also challenging them to experience and learn in other ways as well. Critical to this model is the concept that academic program and course goals and objectives drive the pedagogical approaches and technologies used. Issues related to definitions of blended learning, how teachers and students use technology, generational characteristics among student populations, and learning styles are examined.