This model reflects changes in the professional world, encouraging independent learning while preserving the human element. Online materials are curated and customised to meet diverse needs, while face-to-face guidance builds communication, motivation, and feedback. Students take greater ownership of their learning and develop essential skills for today’s, and tomorrow’s, workplace.
Scaffolded learning for creative minds
BL at RMIT Vietnam is not just a change in delivery, but a shift in how learning is designed. In the Professional Communication discipline, the model typically includes two hours of face-to-face instruction and one asynchronous hour, structured around a clear learning arc: pre-class, in-class, and post-class activities. This structure, supported by the Canvas learning management system (LMS), enables students to engage with content at their own pace while maintaining continuity across learning experiences.
“We design asynchronous tasks that build capacity toward assessment,” Dr Parida explained. “These aren’t just filler activities; they’re scaffolded to help students achieve specific learning outcomes.” In courses like Storytelling for Advertising and Creativity for Advertising, students use the asynchronous hour to develop ideas, receive feedback, and refine their work before class, fostering creativity without the pressure of real-time performance.
Canvas plays a central role in this transformation. With its social and active features, lecturers use it to present a coherent learning journey, with modules clearly divided into pre-class preparation, in-class engagement, and post-class reflection.
“When students don’t rely on slides, they engage more deeply with Canvas,” Dr Battin noted. “They see how their learning is developing, and that awareness of how they learn, what we call metacognition, is essential.”
Importantly, the framework is adaptable. While most Professional Communication courses follow the blended model, some of them, like Art Direction for Advertising, retain a three-hour face-to-face format due to the nature of workshop-based learning. Even in these cases, Canvas complements classroom activities, ensuring consistency and accessibility.
Authentic learning and student partnership
One of the most powerful outcomes of BL is the shift in classroom dynamics. The learning process now centres on active student participation, shifting away from passive knowledge absorption. Weekly feedback mechanisms embedded in Canvas allow students to reflect on their progress, express concerns, and suggest improvements. This real-time feedback informs course adjustments, making learning more responsive and inclusive.
