Agile-blended learning

About this webpage

This webpage provides useful information about agile-blended learning.

It includes:

What is agile-blended learning?
Features of agile-blended learning
Benefits of agile-blended learning
Implementation of agile-blended learning

What is Agile-blended learning?

A novel pedagogical approach
Synthesis of concepts and attributes of “agile learning ” ^[1] and “blended-learning”^[2]

The key features of Agile-blended learning

Agile-blended learning provides the features of speed and flexibility, collaboration, learner autonomy, technology mediation, diversity of mode as well as constant review and reflection.

Speed and flexibility: learning anytime and anywhere with any devices
Collaboration: learning effectively through collaboration and interaction
Learner autonomy: self-regulation and self-directedness in learning
Technology mediation: leveraging on appropriate technologies for specific learning tasks
Diversity of mode: face-to-face / online; synchronous / asynchronous, etc.
Constant review and reflection: facilitating ongoing improvements and learning efficiency

Benefits of Agile-blended learning

Agile-blended learning can bring forth a range of benefits for learners. They include:

High degree of flexibility: course design, learning activities and learning materials
Catering for individual learner's needs
Promotion of learner autonomy and improvement of self-regulated and self-directed learning skills
Fostering of students' collaboration and interaction with peers and teachers
Enrichment of learners' learning experience by providing diversified materials with blended settings and adopting latest technologies like augmented and mixed reality and artificial intelligence
Advancement of digital literacy of learners
Improvement of efficacy of distance learning
Enhancement of student engagement and learning outcomes
Nurture of in-demand skills of future

Implementation of Agile-blended learning

To implement agile-blended learning, the following outlines the stages of work to design/re-design a course.

Stage 1: Course planning

Reflecting, identifying and assessing the elements of AB learning which can be embraced into student learning

Stage 2: Course design/redesign

Making informed pedagogical decisions in terms of (i) learning activities, (ii) learning materials and (iii) technologies based on the planning in Stage 1

Stage 3: Course implementation

Achieving appropriateness and effectiveness of instruction through (i) conducting learning activities; (ii) providing learning materials; and (iii) using technologies designed/ redesigned in Stage 2

[1] Lang, G. (2017). Agile learning: Sprinting through the semester. Information Systems Education Journal, 15 (3), pp. 14-21.

Noguera, I., Guerrero-Roldán, A., & Masó, R. (2018). Collaborative agile learning in online environments: Strategies for improving team regulation and project management. Computers and Education, 116, pp. 110–129.

Putra, E. E., Ferdiana, R., & Hartanto, R. (2019). Startup Learning Path (SLP): A Learning Model for Startup Employees Using Agile Learning Approach. Journal of Physics: Conference Series, 1339 (1), pp. 1 – 9.

[2] Razali, F., Sulaiman, T., & Ayub, A. (2022). Factors of Learning towards Creating Blended Learning Curriculum Using Learning Management System in Higher Education during Covid-19. International Journal of Instruction, 15(4), 723- 744.

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