Blended learning

Blended learning is a student-centered approach that integrates learning experiences in

online and face-to-face environments. This article defines blended learning, discusses its
history, and provides suggestions for creating an effective blended learning experience.

Blended learning is a student-centered approach to creating a learning experience whereby the learner interacts
with other students, with the instructor, and with content through thoughtful integration of online and face-toface environments.1 A well-designed blended learning experience thoughtfully organizes content, support
materials, and activities via synchronous and asynchronous learning events, all of which are delivered in a
variety of modes ranging from traditional lecture to online tutorials. Communication and collaboration are
necessary functions of a blended approach. Because formative assessment is embedded throughout learning
events, the learner assumes responsibility for his or her learning.
In contrast to teacher-centered, rote-learning approaches, blended learning environments provide multiple
ways to access content and to demonstrate mastery. As a result, they lend themselves more readily to
differentiation of content and process. A blended approach also gives the learner the opportunity to be more
responsible for his or her learning, which creates a learning situation that may be more meaningful on an
individual level. Because the learner comes to construct knowledge through personal effort, she or he is more
likely to demonstrate understanding beyond rote memorization, and to transfer what she or he has learned to
new settings.2

History of blended learning

The concept of blended learning, in which multiple learning environments and activities are combined, has
existed for quite some time. Long before the advent of computers and social networks, teachers created blended
learning experiences using simple technologies like paper and pencil. Educators have always crafted learning
experiences that incorporate a variety of activities in different environments for the purpose of reinforcing
learning material. For example, consider the concept of the apprenticeship. Prior to the hands-on experience, the
apprentice studied the work of the master through observation, conversation, and possibly through reading.
Contemporary definitions of blended learning take into account the role that technology can play.
Technologies like CD-ROM and later the internet made it possible to create new environments for learning, new
opportunities for synchronous and asynchronous collaboration, and new modes of delivery for learning
materials, self-directed guides, and tutorials. More recently, blended learning figures prominently in
conversations about online learning. In this context, blended learning represents a convergence of online and
face-to-face experiences. Interactions across both environments are mitigated by space, time, fidelity, and
personal interaction.3 While some research indicates that blended learning solutions have a positive impact on
student learning, most research has taken place in higher education and adult learning, so care should be taken
when extending this research to the K-12 arena.4

Creating a blended learning experience

In a blended learning approach, attention is given to the overall instructional design of the learning experience.
While thoughtful planning is essential, blended learning is a fluid process whereby learning needs, moments of
insight, and unique pathways evolve. Ideally, the learner is offered more choice in how the learning experience
unfolds. This kind of flexibility makes it easier to differentiate instruction, satisfying the needs of a diverse
population of learners. Technology is used as a tool for learning and to promote a discovery-based approach to
online learning and is not necessary in all blended learning scenarios. The following questions offer additional
insight into the creation of a blended experience.

What are the learning outcomes of this experience? I.e., What skills, knowledge, and dispositions
should students develop as a result of the experience?

What topics and subtopics must be addressed by the entire learning experience in order to achieve the
learning outcomes?

What are the learning events (activities) chosen to address the learning outcomes?

What portion of content is accessed during each learning event?

What is the most appropriate mode for delivering that content?

In what setting does the learning event occur?

What supports and teacher input are needed for that learning event?

Where should formative assessment appear relative to each learning event?

How does the learning event relate to previous learning events and those that follow?

How will learners transfer their change in understanding from one learning event to another?

Additional resources
The following resources provide further information about blended learning.
Sharing time in a blended learning space
This article offers a definition for blended learning and suggests strategies for effectively implementing
this instructional approach.
Beyond blended learning: Reaching every student
This archived presentation from the 2010 NCTIES conference explores the theory and application of
blended learning and offers ten ways to improve teaching using a blended approach.

Blended learning
From Wikipedia, the free encyclopedia

Blended learning is a formal education program in which a student learns at least in part
through delivery of content and instruction via digital and online media with some element of
student control over time, place, path, or pace.[1][2][3] While students still attend "brick-and-mortar"
schools with a teacher present,[4] face-to-face classroom methods are combined with computermediated activities.[5] Blended learning is also used in professional development and training
settings.[6]
A lack of consensus on a definition of blended learning has led to difficulties in research about its
effectiveness in the classroom.[7] Blended learning is also sometimes used in the same breath as
"personalized learning"[8] and differentiated instruction.[9]
Contents
[hide]

1Terminology

2History

3Models

4Advantages

5Disadvantages

6Community

7Digital natives

821st Century Literacies

9See also

10References

Terminology[edit]
The terms "blended learning," "hybrid learning," "technology-mediated instruction," "webenhanced instruction," and "mixed-mode instruction" are often used interchangeably in research
literature.[10] Although the concepts behind blended learning first developed in the 1960s, the
formal terminology to describe it did not take its current form until the late 1990s. One of the

earliest uses of the term appears in a 1999 press release, in which the Interactive Learning
Centers, an Atlanta-based education business, announced a change of name to EPIC Learning.
The release mentions that "The Company currently operates 220 on-line courses, but will begin
offering its Internet courseware using the company's Blended Learning methodology." [11] The term
"blended learning" was initially vague, encompassing a wide variety of technologies and
pedagogical methods in varying combinations (some making no use of technology whatsoever).
In 2006, the term became more concrete with the publication of the first Handbook of Blended
Learning by Bonk and Graham. Graham challenged the breadth and ambiguity of the term's
definition, and defined "blended learning systems" as learning systems that "combine face-toface instruction with computer mediated instruction."[12] In a report titled "Defining Blended
Learning" researcher Norm Friesen suggests that in its current form, blended learning
"designates the range of possibilities presented by combining Internet and digital media with
established classroom forms that require the physical copresence of teacher and students."[1]

History[edit]
Technology-based training emerged as an alternative to instructor-led training in the 1960s on
mainframes and mini-computers. The major advantage that blended learning offers is scale,
whereas one instructor can only teach so many people.[13] One example is PLATO (Programmed
Logic for Automatic Teaching Operations), a system developed by the University of Illinois and
Control Data. PLATO in particular had a long history of innovations and offered coursework from
elementary to the college level.[14] Mainframe-based training had a number of interface limitations
that gave way to satellite-based live video in the 1970s. The advantage here was serving people
who were not as computer literate. The major challenge was the expense required to make this
work. In the early 1990s, CD-ROMs emerged as a dominant form of providing technology-based
learning as bandwidth through 56k modems weren't able to support very high quality sound and
video. The limitation to CD-ROMs was tracking completion of coursework, so learning
management systems emerged as a way to facilitate progress tracking. The aviation industry
used this heavily to track how well one did on courses, how much time was spent, and where
someone left off. AICC, Aviation Industry Computer-Based Training Committee, was formed in
1988 and companies such as Boeing used CD-ROMs to provide training for personnel. Modern
blended learning is delivered online, although CD-ROMs could feasibly still be used if a learning
management system meets an institution's standards. Some examples of channels through
which online blending learning can be delivered include webcasting (synchronous and
asynchronous) and online video (live and recorded). Solutions such as Khan Academy have
been used in classrooms to serve as platforms for blended learning.[15]

Models[edit]
Although there is little consensus on the definition of blended learning and some academic
studies have suggested it is a redundant term,[7] there are distinct blended learning models that
have been suggested by some researchers and educational think tanks.
Blended learning can generally be classified into six models: [16]

Face-to-face driver where the teacher drives the instruction and augments with digital
tools.[17]

Rotation students cycle through a schedule of independent online study and face-toface classroom time.[18][19][20]

Flex Most of the curriculum is delivered via a digital platform and teachers are available
for face-to-face consultation and support.[21]

Labs All of the curriculum is delivered via a digital platform but in a consistent physical
location. Students usually take traditional classes in this model as well. [22]

Self-blend Students choose to augment their traditional learning with online course
work.[23]

Online driver Students complete an entire course through an online platform with
possible teacher check-ins.[24] All curriculum and teaching is delivered via a digital platform
and face-to-face meetings are scheduled or made available if necessary.[25]

It is important to note that even blended learning models can be blended together and many
implementations use some, many or even all of these as dimensions of larger blended learning
strategy. These models, for the most part are not mutually exclusive.[26]

Advantages[edit]
Blended instruction is reportedly more effective than purely face-to-face or purely online classes.
[27]
Blended learning methods can also result in high levels of student achievement more effective
than face-to-face learning.[28] By using a combination of digital instruction and one-on-one face
time, students can work on their own with new concepts which frees teachers up to circulate and
support individual students who may need individualized attention.[29] "Rather than playing to the
lowest common denominator as they would in a traditional classroom teachers can now
streamline their instruction to help all students reach their full potential." [30] Proponents of blended
learning argue that incorporating the "asynchronous Internet communication technology" into
higher education courses serves to "facilitate a simultaneous independent and collaborative
learning experience."[31] This incorporation is a major contributor to student satisfaction and
success in such courses. The use of information and communication technologieshave been
found to improve student attitudes towards learning. [32] By incorporating information
technology into class projects, communication between lecturers and part-time students has
improved, and students were able to better evaluate their understanding of course material via
the use of "computer-based qualitative and quantitative assessment modules." [33]
Blended learning also have the potential to reduce educational expenses, although some dispute
that blended learning is inherently less expensive than traditional classroom learning. [34] Blended
learning can lower costs by putting classrooms in the online space and it essentially replaces
pricey textbooks with electronic devices that students often bring themselves to class. Etextbooks, which can be accessed digitally, may also help to drive down textbook budgets.
[30]
Proponents of blended learning cite the opportunity for data collection and customization of
instruction and assessment as two major benefits of this approach.[35] Blended learning often
includes software that automatically collects student data and measures academic progress,
providing teachers, students and parents detailed students data. Often, tests are automatically
scored, providing instantaneous feedback. Student logins and work times are also measured to
ensure accountability.[30] Schools with blended learning programs may also choose to reallocate
resources to boost student achievement outcomes. [36] Students with special talents or interests
outside of the available curricula use educational technology to advance their skills or exceed
grade restrictions.[37] Blended learning allows for personalized education, replacing the model
where a teacher stands in front of the classroom and everyone is expected to stay at the same
pace. "Blended learning allows students to work at their own pace, making sure they fully
understand new concepts before moving on."[30] Some online institutions connect students with
instructors via web conference technology to form a digital classroom. These institutions borrow
many of the technologies that have popularized online courses at the university level. Some
advantages of blended learning, particularly at a Kindergarten to grade 12 level of education, can
be found under the general concept ofeducational technology. It is also one of the most effective
ways for personalized learning at scale. Blended learning supports the Common Core State
Standards, which encourage integration of technology into a variety of subjects. [30]

Disadvantages[edit]
Blended learning has a strong dependence on the technical resources or tools with which the
blended learning experience is delivered. These tools need to be reliable, easy to use, and up to
date, for them to have a meaningful impact on the learning experience.[31] IT literacy can serve as
a significant barrier for students attempting to get access to the course materials, making the
availability of high-quality technical support paramount. [32] Other aspects of blended learning that
can be challenging is group work because of difficulties with management in an online setting.
[38]
Reportedly the use of lecture recording technologies can result in students falling behind on
the materials. In a study performed across four different universities, it was found that only half of
the students watched the lecture videos on a regular basis, and nearly 40% of students watched
several weeks' worth of videos in one sitting.[39]
From an educator's perspective, most recently, it has been noted that providing effective
feedback is more time-consuming (and therefore more expensive) when electronic media are
used, in comparison to traditional (e.g. paper-based) assessments.[40] Using e-learning platforms
can be more time consuming that traditional methods and can also come with new costs as elearning platforms and service providers may charge user fees to educators.
Another critical issue is access to network infrastructure. Although the digital divide is narrowing
as the Internet becomes more pervasive, many students do not have pervasive and ubiquitous
access to the Internet even in their classrooms. Any attempt to incorporate blended learning
strategies into an organization's pedagogical strategy needs to account for this. [41]

Community[edit]
A learning management system helps develop a better feel for an online community where
discussions can be held to better aid students.[42] This Virtual Learning Environmenthelps connect
professors with students without physically being present, thus making this a 'Virtual Cafe'. Many
schools use this online tool for online classes, classwork, question & answer forums, and other
school related work.[43] Blended learning yielded positive results from the online community. Such
results were compared and showed similar results from that of Alcoholics Anonymous and
Weight Watchers.[42]

Digital natives[edit]
Students who were born in the last twenty years in first world countries are often known as digital
natives. Because of the integration of technology into their lives, digital natives are thought to be
adept users of technology.[44] Use of mobile technologies including tablets and cellphones allow
digital natives to access information quickly, so that it is feasible for blended learning to become
part of the digital native's learning process. The main difference between digital natives and
those born prior to this era is that digital natives are active users of IT, they create and share their
own work, as opposed to being passive consumers of the work of other digital non-natives.

21st Century Literacies[edit]

The term "21st Century Literacies" was coined by The National Council of Teachers of English to
describe the social nature of learning that is supported by the ability to collaborate using digital
technologies in learning. Tools that support collaborative and blended learning
include Facebook, Twitter and wikis.[45] These literacies are dynamic due to the ability to be linked
to one another. According do NCTE, active, successful participants in this 21st century global
society must be able to:

develop proficiency and fluency with the tools of technology;

build intentional cross-cultural connections and relationships with others so to pose and
solve problems collaboratively and strengthen independent thought;

design and share information for global communities to meet a variety of purposes;

manage, analyze and synthesize multiple streams of simultaneous information;

create, critique, analyze and evaluate multimedia texts;

attend to the ethical responsibilities required by these complex environments. [46]

See also[edit]
Wikiversity has
learning materials
about Blended
learning
Library resources about
Blended learning

sources in your library

sources in other libraries

Digital badge

Educational technology

Flipped classroom

M-learning

Media psychology

Networked learning

Personalized learning

Virtual university

References[edit]
1.

^ Jump up to:a b Friesen, Norm (2012). "Report:Defining Blended Learning"

2.

Jump up^ "Blended Learning: A Disruptive Innovation". Knewton.

3.

Jump up^ "Blended Learning (Staker / Horn May 2012)" (PDF). Retrieved 2013-10-24.

4.

Jump up^ "Blended Learning: What is the Role of a Teacher?". Reading Horizons.
Retrieved27 May 2016.

5.

Jump up^ Strauss, Valerie (22 September 2012). "Three fears about blended
learning". The Washington Post.

6.

Jump up^ Lothridge, Karen; et al. (2013). "Blended learning: efficient, timely, and cost
effective.".Journal for Forensic Sciences.

7.

^ Jump up to:a b Oliver M, Trigwell K (2005). "Can 'Blended Learning' Be

Redeemed?" (PDF). E-Learning. 2 (1): 1726. doi:10.2304/elea.2005.2.1.17.

8.

Jump up^ "Blended Learning is Not the Only Way to Personalize Learning".
www.personalizelearning.com. September 24, 2012. Retrieved May 4, 2016.

9.

Jump up^ Basye, Dale (August 5, 2014). "Personalized vs. differentiated vs.
individualized learning". ISTE. Retrieved May 4, 2016.

10.

Jump up^ Martyn, Margie (2003). "The hybrid online model: Good practice". Educause
Quarterly: 1823.

11.

Jump up^ "Interactive Learning Centers Announces Name Change to EPIC Learning".
The Free Library. March 5, 1999. Retrieved October 18, 2013.

12.

Jump up^ Bonk, C.J., & Graham, C.R. (2006). The handbook of blended learning
environments: Global perspectives, local designs. San Francisco: JosseyBass/Pfeiffer. p. 5.

13.

Jump up^ Bersin, Josh (2004). "How Did We Get Here? The History of Blended
Learning". The Blended Learning Book: Best Practices, Proven Methodologies, and Lessons
Learned(PDF). Wiley. ISBN 978-0-7879-7296-7.

14.
15.

Jump up^ "Plato Rising". Atarimagazines.com. Retrieved 2013-10-24.

Jump up^ Coach resources (2012-10-11). "in the real world | Coach resources". Khan
Academy. Retrieved 2013-10-24.

16.

Jump up^ Friesen (2012) "Report: Defining Blended Learning"

17.

Jump up^ "6 Models of Blended Learning". DreamBox. Retrieved 2014-11-25.

18.

Jump up^ "Blended Learning Models". Reading Horizons. Retrieved 27 May 2016.

19.

Jump up^ DeNisco, Alison. "Different Faces of Blended Learning". District Administration.
Retrieved 2014-11-25.

20.

Jump up^ Anthony Kim. "Rotational models work for any classroom". Education
Elements. Retrieved 2014-06-05.

21.

Jump up^ "The Four Important Models of Blended Learning Teachers Should Know
About". Educational Technology and Mobile Learning. Retrieved 2014-11-25.

22.

Jump up^ "Blended Learning: How Brick-and-Mortar Schools are Taking Advantage of
Online Learning Options" (PDF). Connections Learning. Retrieved 2014-11-25.

23.

Jump up^ "6 Models of Blended Learning". Retrieved 2015-10-28.

24.

Jump up^ "Blended Learning 101" (PDF). Aspire Public Schools. Retrieved 2014-11-25.

25.

Jump up^ "6 Models of Blended Learning" (PDF). Idaho Digital Learning. Retrieved 201411-25.

26.

Jump up^ "BLENDED LEARNING Defining Models and Examining Conditions to Support
Implementation" (PDF). Philadelphia Education Research Consortium (PERC). September 2014.
Retrieved May 10, 2016.

27.

Jump up^ "Top 5 Benefits of a Blended Learning Platform". Retrieved 2015-07-04.

28.

Jump up^ Saritepeci, Mustafa; et al. (2015). "The effect of blended learning
environments on student motivation and student engagement: A study on social studies
course.". Education and Science.

29.

Jump up^ Culang, Judith; Baker, Linda (20 July 2016). "This district's blended learning
program is putting struggling readers back on track". eSchoolNews. Retrieved 22 July 2016.

30.

^ Jump up to:a b c d e "Five benefits of blended learning - DreamBox Learning". DreamBox

Learning. Retrieved 2016-01-28.

31.

^ Jump up to:a b Garrison, D. R.; Kanuka, H. (2004). "Blended learning: Uncovering its
transformative potential in higher education". The Internet and Higher Education. 7: 95
105.doi:10.1016/j.iheduc.2004.02.001.

32.

^ Jump up to:a b S. Alexander (2010). "Flexible Learning in Higher Education". In Penelope

Peterson, Eva Baker and Barry McGaw, Editor(s)-in-Chief. International Encyclopedia of
Education(Third ed.). Oxford: Elsevier. pp. 441447. doi:10.1016/B978-0-08-044894-7.00868X.ISBN 9780080448947.

33.

Jump up^ Alexander, S., & McKenzie, J. (1998). "An Evaluation of Information
Technology Projects for University Learning". Canberra, Australia: Committee for University
Teaching and Staff Development and the Department of Employment, Education, Training and
Youth Affairs.

34.

Jump up^ "The E-Learning Edge: Improving Access With

OntarioLearn".www.conferenceboard.ca. Retrieved 2016-03-09.

35.

Jump up^ Harel Caperton, Idit (2012). "Learning to Make Games for Impact". The
Journal of Media Literacy. 59 (1): 2838.

36.

Jump up^ Jacob, Anna M (2011). "Benefits and Barriers to the Hybridization of
Schools" (PDF).Journal of Education Policy, Planning and Administration. 1 (1): 6182.

37.

Jump up^ Ingfei Chen (May 21, 2014). "For Frustrated Gifted Kids, A World of Online
Opportunities". KQED. Retrieved 2014-05-24.

38.

Jump up^ Wicks, David A; et al. (2015). "An investigation into the community of inquiry of
blended classrooms by a faculty learning community.". The Internet and Higher Education.

39.
40.

Jump up^ M. Gosper, D. Green, M. McNeill, R.A. Phillips, G. Preston, K. Woo (2008).
Final Report: The Impact of Web-Based Lecture Technologies on Current and Future
Practices in Learning and Teaching (PDF) (Report). Australian Learning and Teaching Council,
Sydney.

41.

Jump up^ Grieve, Rachel; Padgett, Christine R.; Moffitt, Robyn L. (2016-0101). "Assignments 2.0: The role of social presence and computer attitudes in student preferences
for online versus offline marking". The Internet and Higher Education. 28: 8
16.doi:10.1016/j.iheduc.2015.08.002.

42.

Jump up^ "What it Really Takes for Schools to Go Digital". Time.com. August 28, 2014.
Retrieved May 10, 2016.

43.

^ Jump up to:a b Aleksej Heinze & Chris Procter (2006). "Online Communication and
Information Technology Education" (PDF). Journal of Information Technology Education. 5.

44.

Jump up^ Peter Bradford; Margaret Porciello; Nancy Balkon; Debra Backus
(2007). "THE BLACKBOARD LEARNING SYSTEM" (PDF). The Journal of Educational
Technology Systems. 35: 301314.

45.

Jump up^ Marc Prensky (October 2001). "Digital Natives, Digital Immigrants". On the
Horizon(PDF). 9. MCB University Press. Retrieved March 1, 2015.

46.

Jump up^ Clifton, DeCosta, Roen (2010). "Collaboration and Social Interaction in English
Classrooms". The English Journal. 99 (5): 1421.

47.

Jump up^ "The NCTE Definition of 21st Century Literacies". www.ncte.org.

Retrieved2016-01-30.