Chapter 10: Enhancing Asynchronous Learning in a Blended Learning Environment

Research on asynchronous learning in a blended learning environment has led to a variety of pedagogical practices. As such, this chapter provides an evidence-based research practice model, namely, the TSOI Hybrid Learning Model, to enhance asynchronous learning, a fundamental component present in blended learning. The hybrid learning model is advanced from the Science learning cycle model and the Kolb’s experiential learning cycle model.

This hybrid learning model, inclined toward constructivism, represents learning as a cognitive cyclical process of four phases: Translating, Sculpting, Op-erationalizing, and Integrating. A major feature is to promote active cognitive processing and addressing learning style. An application is illustrated with an authentic example on understanding multimedia learning in science education for preservice teachers of the science degree course. The hybrid learning model guides the blended learning design involving asynchronous learning using Web 2.0. Learning outcomes in terms of richness of online discussions, thinking processes, and personal reflections have been positive. Implications will be discussed in the context of Web 2.0 in science education.