Beyond the Beaker

When I think about online and blended learning, I don’t define it by platforms, tools, or whether students are physically present. Instead, I define it by how learning is designed, supported, and experienced. Online and blended learning, at their best, are intentional learning environments that extend access, personalize learning, and challenge traditional assumptions about where and when learning happens. What Does Online and Blended Learning Look Like to Me? To me, online and blended learning look less like a digital replica of a face-to-face classroom and more like a carefully choreographed experience. It includes clear structure, predictable routines, meaningful interaction, and opportunities for reflection. As Conceição and Howles (2020) emphasize, effective online learning environments are intentionally designed with attention to learner engagement, cognitive presence, and instructor presence. In practice, this means learning activities that encourage dialogue (discussion boards ...

INTRO Most of my learning over the past several years has happened through a screen; sometimes intentionally, sometimes out of necessity, and occasionally out of sheer desperation. Like many professionals in the field, I’ve moved fluidly between formal digital learning environments (learning management systems, structured online courses, and blended programs) and informal spaces like YouTube. But one thing for certain is my relationship with digitally learning didn’t begin as a carefully designed experience grounded in learning theory. It began in survival mode. EXPERIENCE When schools shut down during COVID, I was teaching 5th and 6th grade science, and overnight, my classroom became a screen. There was no gradual transition, no professional development runway, and certainly no deep discussion of multimedia principles. The goal wasn’t  “effective digital learning”  it was: keep students connected, engaged, and learning enough to get through the week. At the time, I thought I ...