Developing Integrated Blended Learning in Science Education: TSOI Hybrid Learning Model

Research on the nature of blended learning and its characteristics has led to a range of approaches to the practice of blended learning. As such, this paper provides an alternative practice model, the TSOI Hybrid Learning Model to develop integrated blended learning in science education. The Piagetian Science learning cycle model and the Kolb‟s experiential learning cycle model are used to shape the theoretical framework of this model. This research evidence-based model represents learning as a cognitive process in a cycle of four phases: Translating, Sculpting, Operationalizing, and Integrating. A major attribute is to support active cognitive processing in the learner for engaged inductive to deductive learning and cater to the learner‟s individual learning style. An application to develop integrated blended learning in science education is illustrated with an authentic example on understanding multimedia learning design in a blended learning environment for pre-service teachers. The design of the blended learning experiences involving participatory learning as well as asynchronous virtual collaboration such as blog and wiki is integrated and guided by this learning model. Outcomes, feedback and implications will be discussed in the context of blended learning in education.