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With consistent experimentation and implementation of the four stages of “hover-free” instruction, making the shift from teacher-directed to student-centered learning is a practical, gradual endeavor that brings a classroom community one step closer to a culture of shared responsibility for learning.
Blended learning may take some initial preparation on the front end of our planning process, but the benefits far outweigh any temporary frustrations. Students who work with more autonomy make time and space for teachers to have more flexibility during instruction, and that alone should be a strong enough motivation to give blended learning a genuine try.
Conducting classes at a distance caused an unintentional but unfortunate paradigm shift: a return to teacher-centered classrooms in which teachers talk and students listen. How can this be shifted back to a more student-centered approach to facilitate more profound student engagement?