You can use online learning activities.

Best regards,

Debra

Dear Debra,

thanks for this idea! The problem: I want to talk about online and offline learning activities at the same time. Specifically, when in one learning environment you combine a lecture, a face-to-face small group problem-discussion and an asynchronous online discussion about the topics of the lecture. How do I refer to those three under one term?

From the perspective of the teacher, I would call them learning tools or teaching tools...or maybe teaching/learning strategies.  From the perspective of the students, I would call them learning activities (as Debra said).

Learning should be interactive.

...teaching or learning formats (or even teaching AND learning formats)? 

Hi, I think that using a collective term would result in loosing meaning. You are referring to very diverse activities where learning may or may not occur. Also, an "opportunity" suggest a discrete event. In the activities you are referring to there would be conceivably many opportunities to acquire information (e.g., each bit of information provided by the lecturer).

Hello Antonia.

I have written several papers. Please take a look.

Kind regards

NP

How about: (short) learning scenario? (Baumgartner 2011, p.15)

 Learning design

Hello, 

first thing that comes to mind, if you want to talk about combined online and offline activities, is blended learning (environment). 

In my case, we have "classic" lectures and lab exercises, but all of the materials are available online, and the assessment is conducted through the LMS. I hope this helps, I find it to be the simplest and most effective term.

Maybe you could also consider the term "personalized learning" - because of the case-work, small-group discussions.

Best regards,

Tanja

Dear Antonia

Great to see what you try to do with 'learning opportunities' (describing a teacher action from the learners' side). Another one could be 'learning arrangements'.

Kerres, M., & Witt, C. D. (2003). A didactical framework for the design of blended learning arrangements. Journal of Educational Media, 28(2-3), 101-113.

Hope this helps.

All the best!

Stijn

Antonia,

I like your suggestion of "learning opportunities," and I think "learning activities" is equally useful. Indeed, the individual things you mentioned (lectures, discussions, etc.) ARE activities through which students are meant to learn something.

The terms - either "opportunities" or "activities" - are appropriate for all three modes of delivery (online, place-based, and blended) as well as synchronous and asynchronous participation. Furthermore, both terms shy away from the idea of delivery, which suggests the information dissemination model of education, and allows for the idea of engagement through these activities.

While I am not adding new terms for you to consider, I have added justification for why the terms already suggested by you and our colleagues are appropriate choices.

If there is more to your question or pursuit that we are missing, please do elaborate so we can continue the conversation.

Best wishes,

Barb

Barbara, thank you for your thoughts. They do encourage me to stick with my initial terms because they seem well justified and catch what I think is in the core of it all: students' learning processes.

Many thanks for all the great suggestions/answers - much appreciated!

You might be interested in the attached papers:

What is a good inclusive term for learning opportunities (e.g lectures, case-work, group-discussions)?

Try to find the common element among lectures, case-works, group discussions, problem-based learning etc.  How about "learning approach" or "learning experience" that depicts the learning conditions that learners had gone through.

No single term can capture "learning opportunities" because these moments come in different shapes and sizes. A sculptor´s apprentice needs a lot of drill work to start with in order to chip away safely and with progressive skill improvement. An accomplished Shakespearian actor requires a bit of good advice now and then. Paul

My recommendation is:

1. Learning outlets or

2. Learning settings

Cooperative learning and job-sharing are good choices for this learning based on active and cooperative methodologies. Presential learning individual or group and with supports on line, blended learning, etc., can use them perfectly.

Hi! Good question! Short answer: "challenge"? Longer answer below.

I think the best learning opportunities for a learner are real-life situations that do not expose themselves as designed learning opportunities, they are a part of life, of what a person is trying to do to survive or progress or achieve something. In education though, we must do designed setups in a specific order and progression etc within a larger unit, usually called course or program. I, as an heuristical concept, use the term "learning expedition" instead when thinking and researching, as a broader and not so traditional term with hslf-conscious luggage (a "course" is a suspicious construction really. Learn x by doing y and z in time t, if you cant do that, you fail.)

There is a huge difference between one-way lectures and challenges that makes the student construct something to use and demonstrate. I think everything should challenge, in one way or another, and teachers should mot be so rigid about the right or wrong way to react to these challenges. A "learning expedition", as for example a course, is a set of "challenges", with varying outcomes, an adventure. I think the "monomyth" model can work well as inspiration for education designers. It says that humans basically has one story to tell, anout the hero's challenge that brings him out on a journey. Check the Wikipedia article on Campbells model https://en.m.wikipedia.org/wiki/Monomyth - isn't in best case a course a challenging adventure like this? How can we improve the possibilities to a good learning expedition/ adventure by a good set of challenges?

Check my profile if interested. This goes well with my "A time-based blended learning model", and check also up a shorter text I have written about the infusion of technology in teaching/learning "A back-to-basics thought experiment about blended learning".

Article A time based blended learning model

Research A back-to-basics thought experiment about blended learning

Thank you, Anders, and all you other contributors, for your answers!

It is highly inspiring to see how many people are struggling to find adequate definitions to describe learning from the learners perspective. I am looking forward to make use of all this "food for thought" in my next paper!

I really like the term learning activities implying active doing abstract of specific situations.

Pedagogies is a catch-all; the post-constructivists have used "events" (see http://www98.griffith.edu.au/dspace/bitstream/handle/10072/60748/94130_1.pdf?sequence=1)

I prefer "event" to "opportunity" - there's something about opportunity that is presumptive.

Nice I think Use Jigsaw Method .................https://www.jigsaw.org/ learn More About It...........

Dr. Antonia,

I think you have gathered enough data and resources. You had an army of researchers fluxing their muscles working for you! Why don't you tell us your opinion!

Dear  Jusri,

as I wrote earlier, I feel encouraged to stick with "learning opportunities" because the term focusses on students' learning processes (as opposed to teachers' teaching processes). My initial concern was that people wouldn't understand that "learning opportunities" refers also to instructional design decisions etc., however this discussion has proven that this is not the case.

But, as always in (my) scholarly thinking: there is more than one good answer ;) I like the idea that "event" is even less presumptive than "opportunity"; also "learning formats" and "learning scenarios" and would work for my purpose (these terms are more focussed on the design/organization of the learning process, which sometimes is an important angle to look from).

Dear Antonia,

Thank you for sharing your thoughts and concerns. I agree with your assessment and drive. If I may suggest that you provide a definition of terms, at the beginning of your writing to explain what you mean by certain terms. This might clear potential misunderstanding or interpretation.

I wish you all the best in your endeavor. Rest assure that I/we are here for you 😀

There might be several: blended, integrated, or hybrid (this one is becoming popular).

You could consider them all as learning interactions or engagements in learning experiences

I think Inclusive learning opportunities does the job well. Best wishes Pau

All answers above are truly just a series of guesses drawn from the pool of terms that are recycled in the literature with the same effect. It would be good to come up with something new but that takes getting out of the well traveled and worn out paths. regards 

it is purely situational. 

I like and satisfy the terms that you are considering. But among them, more 'learning opportunities' I like by the range of relationship and opening showing. I can say that I have applied it among my students and it can be called so perfectly.

Although the terms might seem insignificant, I think that calling the methods, tools and techniques by name, and especially if teaching tools is novel and innovative, is very valid.