The RiBL project is a 6-year externally funded project
The aim of the project is the construction of new knowledge about the future of technology-supported teaching and learning in Higher Education and its consequences and prospects for student learning. With the RiBL project, CBS aims to deliver this state-of-the-art research to develop the area scientifically and to provide the ground for practical implementation.
The RiBL project will combine new ground-breaking research with the practical implementation project to give CBS the unique opportunity to learn from practice and to generate new knowledge about technology-enhanced future learning and its longer-term and institution wide consequences.
The ambition is that by 2023 the far majority of all courses at CBS are taught in a blended way. Meaning this is going to be the normal way of teaching at CBS.
Project launch: Fall 2017.
The project runs for 6 years.
Two Main Goals
RiBL is special in the way that it builds on a close relationship between practice and research. Usually research-based teaching is emphasized as an important foundation of the university. In the RiBL project, teaching-based research is just as important. The RiBL project will make it possible for us to try out new ideas while exploring their value for student learning.
There are two main project goals for the RiBL Project
Focus for the RiBL project is to develop new pedagogically valuable forms of teaching and learning activities combining no- or low-tech with high tech opportunities. And to make them the object for research.
By experimenting with technology in combination with face-to-face teaching, the aim in RiBL is to develop CBS pedagogically and to make sure that other Higher Education institutions will learn from this.
The project will benefit all of CBS’ 22,000 students when blended learning is implemented to become the new dominant form of teaching and learning at CBS. To help and ease the transition, there will be a focus on training and support of teachers, administrative staff and students.
To accommodate the changes, new support structures, new organizational forms and new physical spaces will be tested and implemented in close collaboration with the researchers on the projects.
Definition of Blended Learning
Blended learning is not a pedagogy but a delivery form which enables unlimited numbers of variations in the blends of learning activities for student learning. Some are highly digital, some are not.
Blended Learning can be a way for us to obtain what we otherwise would not be able to. And it can enable us to do even more like co-teaching with classes abroad or inviting professionals into a virtual space to give feedback to students without having to leave their place of work. The big question is what this does for learning and what methods and activities we should apply to make the best learning environment. We have the opportunity to pursue these questions in this research project.
Advantages of blended learning
Blended learning provides new opportunities to engage students outside the classroom and in between classroom sessions. Face-to face teaching creates a necessary social space for discussion, questions and joint exploration as well as analysis and reflection. Hereby blended learning combines the best features of on-line and face-to-face teaching.
Five reasons for applying blended learning at CBS
- Blended learning provides new opportunities for activating students as well as of giving feedback of their work. It increases student performance, motivation and learning outcome
- Blended learning helps to make efficient use of the time that students spend on learning when they are together in a classroom as well as when they are online
- Blended learning provides an online learning environment, which offers new opportunities for students outside the classroom
- Blended learning provides an opportunity to support CBS’ strong international profile, creating virtual classrooms for students at partner universities and thus the option of offering classes across national borders
- Blended learning represents a means to ensure practice-oriented teaching
3 Premises for Blended Learning
A basic premise for blended learning in this project is a firm belief in learning as a relational activity that motivates students to engage in the learning in order to be academically challenged. It is necessary to think in new ways and be innovative to create new learning experiences and meet new learning opportunities. A second premise is about technology.
Technology should certainly not be used uncritically. It is not a delivery form that suits all forms of learning. But it has some opportunities for enabling some of the learning that we (at CBS) state is important for our students as for example more interaction between teacher and student, more feedback and more flexibility.
A third premise is that the face-to-face activities are as important as the online activities (maybe even more). It is well proven in the learning literature that passive reception is less effective for learning than active engagement – which is why it is essential to focus on BL to support active learning.