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Blended Learning vs Traditional Classroom Learning: Pros, Cons, and Evaluation and Reflective Report

Blended Learning vs Traditional Classroom Learning

Analyse published literature relating to a specific topic or subject area and produce a fully referenced, appropriately structured academic report Reflect on their learning using recognised models of reflection Research and present their findings in a variety of formats on a range of employability skills and collect and analyse feedback on their delivery.

The Dean of the Institute of Inner City Learning (IICL) of UWTSD is wondering if blended learning would be suitable for students studying the Certificate in Higher Education. As a student enrolled on the programme, he has requested you to write an academic report comparing blended learning with traditional class room learning. Your report should cover the following sections:

•    Pros and cons of blended learning in the university education
•    Pros and cons of traditional class room learning in the HE sector
•    Evaluation of both forms of teaching and learning in the past and present. Support your arguments using evidence and examples.
•    Recommendations you would make based on your evaluation.

NB: All students must submit a draft of task 1 Assignment and receive formative feedback from the lecturer.

Using the formative feedback received on task 1 Assignment draft and the feedback received from completing the activity below, individually produce a reflective report on how the learning in this module has helped you develop a range of employability skills. You should:

• Chose between 3 to 5 employability skills the learning in this module has helped
you develop.

Employability skills to choose from include:

•    Time Management skill
•    Note Taking
•    Written Communication skill
•    Finding information / Research skill
•    Critical thinking skill
•    Presentation skill
•    Digital skill
•    Team working skill
•    Planning and organisation

Apply a reflective model and explain how the feedbacks collected on task 1 Assignment draft and through completing the activities are helping you to develop/improve on the chosen skills using specific examples.

Explain how you are developing the chosen skills and the tool you are using. Examples of such tools are: 4D for time management, CRAAP test for information search/research etc. 

You may consider generating a Personal Development Plan (PDP) on each skill.NB: Each student must complete and support their work with the formative feedback received on task 1 Assignment draft and the feedback received from completing the above activity.Ensure to attach your Task 1 Assignment draft evaluation form and your completed activity feedback template activities as an appendix. Students can also support their work with the feedbacks received on completed in-class 

Pros and Cons of Blended Learning in the University Education Sector

Read the time management case study below and complete the questions.

Donna is studying Certificate in Higher Education skills for the Workplace course in UWTSD. Her assignment is due on the coming Wednesday, so she started it last Friday evening after dinner. She decided to work in her bedroom. Her softball gear was on her desk, so she put the books on her bed. She spent a while looking for a pen, but couldn’t find one. However, she borrowed the pencil by the phone. When she began to read the assignment, she discovered that she needed some notes she had left at work. She thought she would therefore begin by reading the textbook, and would get the notes on Monday. After half an hour of reading, her boyfriend, Jason, rang. He asked whether she wanted to go and visit some friends. Donna decided to continue work on the assignment on Saturday.

Saturday was very busy. Her friend Sharon rang at 10.30 to ask whether Donna would be available to play softball at 2.00 that afternoon. Donna was still in bed, but she agreed to meet the others at 11.00 to do some practice. Her team won their game and they all went to the pub to celebrate. By the time Donna got home, it was too late to do any studying.

On Sunday she went to church in the morning and visited her aunt and uncle in the afternoon. She didn’t remember the assignment until after dinner. She still didn’t have her notes, and there were parts of the textbook she found difficult to understand. The assignment was proving to be harder than she thought it would be. She really needed some advice. She phoned her tutor but all she got was a message saying that the tutor would ring back if she left her name and number. Donna began to think that she wouldn’t get the assignment finished on time. It needed to be submitted via Turnitin on Wednesday. She’d have to do some quick work on Monday and Tuesday evenings. It wouldn’t be her best work, of course, but that couldn’t be helped.

On Monday she wakes up after 8.00, having found that she has forgotten to set the alarm clock. Her flatmates have already gone, and there is no time for breakfast. She rushes out of the house and reaches the bus stop just as the bus is disappearing around the corner. She half runs, half walks to work, but it is already 8.45 when she reaches the clinic. She is 15 minutes late. 


1.    What is time management?
2.    Identify and list Donna’s time management problems.
3.    Explain how Donna could use the 4D (Do, Dump, Delay. Delegate) time management strategy and any other time management strategies to overcome her time management problems.

Task: As a group, prepare a presentation using any delivery medium or presentation software you see fit that answer all the questions to the time management case study provided above. You will be allocated time in the class to discuss and present your findings as a group and receive feedback from your lecturer or peers.

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