Explanation of the Enriched Virtual Model
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Enriched Virtual is the fourth blended learning model and originated from online schools wanting to enhance their online courses with required face-to-face interactions (Horn & Staker, 2015). These online schools created physical learning spaces for students to come together. Students may be required to meet once a week or daily on a rotation schedule. Students can work on their courses and have contact with their teacher onsite or online from home. Barbour and LaBonte’s (2014) findings point out that in Canada, "many traditional distance programs have modified instructional practices to include more synchronous, live events and meetings and as part of this approach we are now seeing many programs shift from being exclusively “any time, any place, any pace” to a structured cohort intake enrollment model coupled with required live events and group work" (p.7).
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Example of the Model
Two Canadian examples that would be considered Enriched Virtual Models of blended learning are the Argyll Centre Bridges to Achievement program and British Columbia’s Navigate Program. Both of these schools originated as distance education schools delivering online courses and have both moved to develop more blended programs in recent years.
In Edmonton, the Argyll Centre Bridges to Achievement program uses individualized learning programs to help at-risk students requiring additional supports. The program is a mixture of onsite weekly sessions, online virtual classroom sessions and home-based instruction (Bridges, n.d.).
British Columbia’s Navigate Program in the Courtenay/Comox school district also offers many diverse and innovative programs (About, 2016). One such program is the eCademy of New Technology, Engineering and Robotics or ENTER program. This blended project-based program uses science and technology to deliver the BC curriculum through three days a week of face-to-face learning and two days a week of online learning. This is one of the blended programs that lead to Navigate receiving iNACOL’s 2014 Innovative Blended and Online Learning Practice Award of the year (Barbour & LaBonte, 2014). Unfortunately most available research on these programs does not extend past a description of the programs or general course completion rates for the entire school district.
In Edmonton, the Argyll Centre Bridges to Achievement program uses individualized learning programs to help at-risk students requiring additional supports. The program is a mixture of onsite weekly sessions, online virtual classroom sessions and home-based instruction (Bridges, n.d.).
British Columbia’s Navigate Program in the Courtenay/Comox school district also offers many diverse and innovative programs (About, 2016). One such program is the eCademy of New Technology, Engineering and Robotics or ENTER program. This blended project-based program uses science and technology to deliver the BC curriculum through three days a week of face-to-face learning and two days a week of online learning. This is one of the blended programs that lead to Navigate receiving iNACOL’s 2014 Innovative Blended and Online Learning Practice Award of the year (Barbour & LaBonte, 2014). Unfortunately most available research on these programs does not extend past a description of the programs or general course completion rates for the entire school district.
Suitability for Outreach
The Flex Model and the Enriched Virtual Model can begin to resemble one another as they evolve. ELearning is the backbone of both models and large investments in online courseware would be required if either model was to be employed by Outreach schools. Both models but would suit the Outreach setting and flexible attendance requirements.