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. While
still attending a “brick-and-mortar” school structure, face-to-face classroom
methods are combined withcomputer-mediated
activities.
Proponents of blended learning cite
the opportunity for data collection and customization of instruction and
assessment as two major benefits of this approach. Schools
with blended learning models may also choose to reallocate resources to boost
student achievement outcomes.
Terminology
The terms "blended,"
"hybrid," "technology-mediated instruction,"
"web-enhanced instruction," and "mixed-mode instruction"
are often used interchangeably in current research literature. The
concept of blended learning has been around for a long time, but its
terminology was not firmly established until around the beginning of the 21st
century. One of the earliest references to the term appears in a press release
in 1999, when the Interactive Learning Centers, an Atlanta-based education
business, announced its change of name to EPIC learning. The article mentions
that “The Company currently operates 220 on-line courses, but will begin
offering its Internet courseware using the company's Blended Learning
methodology.” The meaning of blended learning widely diverged to encompass
a wide variety of synthesis in learning methods until 2006, when the firstHandbook
of Blended Learning by Bonk and Graham was published. Graham challenged the
breadth and ambiguity of the term's definition, and defined 'blended learning
systems' as learning systems that "combine face-to-face instruction with
computer mediated instruction."] Currently, use of the term blended learning mostly involves "combining
Internet and digital media with established classroom forms that require the
physical co-presence of teacher and students.
The
Definition of Blended Learning
Defining hybrid or blended education is a trickier task
than one might think–opinions vary wildly on the matter. In a
report on the merits and potential of blended education, the Sloan
Consortium defined hybrid courses as those that “integrate online with
traditional face-to-face class activities in a planned, pedagogically valuable
manner.” Educators probably disagree on what qualifies as
“pedagogically valuable,” but the essence is clear: Hybrid education uses
online technology to not just supplement, but transform and improve the
learning process.
That does not mean a professor can simply start a chat
room or upload lecture videos and say he is leading a hybrid classroom.
According to Education Elements, which develops hybrid learning
technologies, successful blended learning occurs when technology and teaching
inform each other: material becomes dynamic when it reaches students of varying
learning styles. In other words, hybrid classrooms on the Internet can reach
and engage students in a truly customizable way.
The definition of
blended learning is a formal education program in which a student learns: (1)
at least in part through online learning, with some element of student control
over time, place, path, and/or pace; (2) at least in part in a supervised
brick-and-mortar location away from home; (3) and the modalities along each
student’s learning path within a course or subject are connected to provide an
integrated learning experience.
Blended
Learning Models
Although there is little consensus
on the definition of blended learning and some academic studies have suggested
it is a redundant term, there are distinct blended learning models that have
been suggested by educational think tanks and some academic studies.
Blended Learning can generally be
classified into six models:
·
Face to face driver -
where the teacher drives the instruction and augments with digital tools.
·
Rotation - students
cycle through a schedule of independent online study and face-to-face classroom
time.
·
1. Rotation model — a
course or subject in which students rotate on a fixed schedule or at the
teacher’s discretion between learning modalities, at least one of which is
online learning. Other modalities might include activities such as small-group
or full-class instruction, group projects, individual tutoring, and
pencil-and-paper assignments. The students learn mostly on the brick-and-mortar
campus, except for any homework assignments.
- The
Rotation model includes four sub-models:
- Station
Rotation — a course or
subject in which students experience the Rotation model within a
contained classroom or group of classrooms. The Station Rotation model
differs from the Individual Rotation model because students rotate
through all of the stations, not only those on their custom schedules.
Lab Rotation
- Lab Rotation
– a course or subject in which students rotate to a computer lab
for the online-learning station.
- Flipped
Classroom – a
course or subject in which students participate in online learning
off-site in place of traditional homework and then attend the
brick-and-mortar school for face-to-face, teacher-guided practice or
projects. The primary delivery of content and instruction is online,
which differentiates a Flipped Classroom from students who are merely
doing homework practice online at night. Individual Rotation
- Individual
Rotation – a course or
subject in which each student has an individualized playlist and
does not necessarily rotate to each available station or modality. An
algorithm or teacher(s) sets individual student schedules.
·
Flex - Most of the
curriculum is delivered via a digital platform and teachers are available for
face-to-face consultation and support.
- Flex
model — a course or subject in which online learning is the backbone of
student learning, even if it directs students to offline activities at
times.
- Students
move on an individually customized, fluid schedule among learning
modalities.
- The
teacher of record is on-site, and students learn mostly on the
brick-and-mortar campus, except for any homework assignments.
- The
teacher of record or other adults provide face-to-face support on a
flexible and adaptive as-needed basis through activities such as small-group
instruction, group projects, and individual tutoring.
- Some
implementations have substantial face-to-face support, whereas others
have minimal support.
- For
example, some Flex models may have face-to-face certified teachers who
supplement the online learning on a daily basis, whereas others may
provide little face-to-face enrichment. Still others may have different
staffing combinations. These variations are useful modifiers to describe
a particular Flex model.
·
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.
·
Self-Blend -
Students choose to augment their traditional learning with online course work.
·
Online Driver -
All curriculum and teaching is delivered via a digital platform and
face-to-face meetings are scheduled or made available if necessary.
.
Advantages
· Iincorporating the "asynchronous Internet communication
technology" into higher education courses serves to "facilitate a
simultaneous independent and collaborative learning experience", and
this incorporation is a major contributor to student satisfaction and success in
such courses.
· The use of information and communication technologies have
been found to improve access to as well as student attitudes towards learning.
· 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".
· Students with special talents or interests outside of the
available curricula use educational
technology to advance their skills or exceed grade restrictions.
· Some online institutions connects 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.
Disadvantages
· Blended learning has a strong dependence on the technical
resources with which the blended learning experience is delivered---these tools
need to be reliable, easy to use, and up to date in order for the use of the
Internet to have a meaningful impact on the learning experience.
· 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.
· It has been observed that the use of lecture recording
technologies can result in students falling behind on the material---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.
Does
Blended Learning Work?
Not
all students learn the same way. This is not a particularly novel concept, but
it is an important one. The tech publication PFSK notes that even
early childhood education programming, like Sesame Street, recognizes this, and
therefore design programming in a way that reaches auditory, visual and kinetic
learners alike. Students never outgrow their learning styles, so why do
traditional college classrooms fail to engage all of them?
This
is blended learning’s real strength: it transforms a largely transmissive
method of teaching–say, a professor lecturing for what feels like an
eternity–into a truly interactive one. It sounds ideal on paper, but does it
work? A 2010 meta-analysis published by the U.S. Department of Education
suggests it does. According to the report, students exposed to both
face-to-face and online education were more successful than students entirely
in one camp or the other.
4 Benefits
of Blended Learning
Often there seems to be an
“either/or” approach to taking online and face-to-face (F2F) classes. Some
students may want the full campus experience of pursuing a degree at a
traditional brick and mortar institution, while others want the convenience and
flexibility of eLearning. Some programs also offer a blended format in which
classes are a mixture of both modalities. There may be a classroom meeting once
a week, for instance, with much of the course taking place online. Students may
also find that their F2F professors make use of available technology for
various activities as well.
Given that both options have
advantages for learners that potential employers will find appealing, college
students should take both online and F2F courses. Here are four benefits
college students can obtain by blending these two modalities.
1.
Enhanced
Communication Skills
Meredith Findling, Resource Manager at Kavalir, provided a list of the “top ten skills employers are looking for” (12 June, 2012). At the top of the list are communication skills, and Findling stated, “Being a clear, concise and effective communicator is critical in the workplace.” In fact, she explained, being able to demonstrate such skills will place college graduates ahead of other applicants. However, virtual and traditional education emphasize different aspects of communication skills that can be harnessed for improvement and gainful employment after graduation.
Many businesses and professions are becoming increasingly global, necessitating the need for holding telephone conferences, online meetings, and other such activities perhaps among a diverse group of people spread across the globe. Online courses provide an opportunity for students to develop increasing skills in this virtual communication context that almost has no boundaries; therefore, better preparing them for the workplace. Furthermore, online classes require a lot more reading and writing than F2F ones by their very nature. As students complete their assignments, they also increase their skills in written communication. For example, students must read and navigate the course site, follow directions, compose responses, and other such activities.
However, students should keep in
mind that even jobs that are remote typically require some in-person events.
Employees may have to interview at a company’s home office in person or attend
and present at meetings. A F2F course will provide you with practice
interacting with others, presenting using the latest technology to share your
ideas, and honing your speaking and listening skills.
By combining the benefits of both
online and brick and mortar classes, students obtain the communication skills
employers are seeking and demonstrate that they can function in either world,
the electronic and the human.
2.
Increased
Digital Fluency
Findling places “technical skills” at number five on the
list of skills employers are looking for. She explained that “most jobs require
an understanding of computer hardware and software; including e-mail, word
processing and spreadsheets” (12 June, 2012). To see how important this is,
review the World Economic Forum’s Global Information Technology Report 2012: Living in a Hyperconnected World. The report covers in detail how rapidly technology is
“deeply redefining relationships between individuals, consumers and
enterprises, and citizens and governments.” From the individual country
sections, you will notice that there is almost no way to avoid needing to
become digital fluent in the global economy.
Online classes provide students with full immersion into this virtual world. Students must be able to access the course, utilize its features fully, and perform a host of other tasks online. As students advance through the curriculum, they also continually augment their technical skills, becoming increasingly fluent. Elearning offers students a chance to demonstrate what they can do utilizing technology.
Online classes provide students with full immersion into this virtual world. Students must be able to access the course, utilize its features fully, and perform a host of other tasks online. As students advance through the curriculum, they also continually augment their technical skills, becoming increasingly fluent. Elearning offers students a chance to demonstrate what they can do utilizing technology.
On the other hand, F2F classes clearly don’t offer students
as much time to hone their skills online. However, they, too, offer some
advantages. For example, there has been a tendency to stereotype students into
two groups: 1) digital natives, or those born after the start of the
Information Age in the late 1980s; and 2) digital immigrants, those born before
the start of the Information Age. The assumption is that because the digital
immigrants grew up with technology, they are more tech savvy.
However, recent research indicates that the natives may not
be as fluent with technology as assumed (c.f. Perez, S., “So-Called ‘Digital
Natives’ Not Media Savvy, New Study Shows.” The New York Times. 29 July, 201). The reverse also may be true. The brains of
the so-called digital immigrants may rewire themselves for better utilization
of technology (e.g., Small, G. et al., “Your Brain on Google: Patterns of Cerebral
Activation during Internet Searching.” The American Journal of Geriatric
Psychiatry. 17(2), February 2009).
Therefore, one of the advantages of a F2F course is that it
provides students some in-person, real time guidance on developing tech skills,
such as number two on Findling’s list, “electronic research and analytical
skills.” A F2F gathering also provides students with the opportunity to utilize
the technology synchronously as a team rather than in isolation from a home
computer.
Taking courses in both modalities will help students
increase their level of digital fluency.
3.
Expanded
Networking
Another basic but important distinction is in professional networking. Online courses often have a student make-up from a large, possibly even global area. For example, students in virtual classes may come from locations around the United States, soldiers stationed overseas, foreign students residing in other countries, etc. These students may have opportunities to participate in class activities with businesses around the nation and the world as well. Therefore, they are already learning how to connect with others globally and virtually.
Traditional brick and mortar courses tend to be more
localized or regional. Students may be taking classes with a
fairly homogeneous group of peers who come from the same town or
state. There may be no interaction with others beyond this area. However, this
does have some advantages as students will be getting to know others in or near
their own communities.
By blending the online and F2F courses, you will be better
networked at the local, regional, and global levels. This should increase your
odds at finding gainful employment.
4.
Strengthened
Professionalism
Finally, last
month, Forbes contributor Meghan Casserly reported on a study in
which 86%
of 1,200 large companies said they look for “professionalism” in potential employees. The remaining traits on
Findling’s list explain what this means. Employers want college graduates who
can work alone or within a team, possess a good ethical compass, be
consistently flexible and adaptable, and demonstrate planning and project
management skills.
Because students must be self-motivated and disciplined to
succeed in an online course—there is no professor standing over them to help
them stay on task, virtual learning provides an excellent way to build these
skills and demonstrate them for employers. Students must be able to plan their
time and course projects in order to do well. In short, online classes
demonstrate that a student can be a professional who can work independently and
without direct supervision.
On the other hand, F2F classes show potential employers that
a student has learned the attributes of professionalism as part of a team.
Students may work in-person with others to plan, manage, and complete a
project. Students should be able to explain what their role on the team was and
how the workload was balanced to accomplish their goal.
While individual professors and programs may blend F2F with
electronic delivery of a course, it remains important for students to opt for a
mixture of both modalities. Doing so will bring you the skills that potential
employers are seeking at a high level. By mixing both online and F2F courses,
students can develop the skills of professionalism that employers are looking
for in an employee. Therefore, this should help increase their chances of
finding gainful employment after graduation.
8
Trends, 8 Opportunities, and 8 Concerns about Blended Learning
The directors of the International Association for K-12 Online
Learning are an amazing group of system heads, school operators,
philanthropists, and advocates. On Sunday we spent an hour discussing trends,
opportunities and areas of concern for the rapidly world of online and blended
learning. Following is a quick recap:
Trends
1.
Student centered personalized
learning—the meta trend and opportunity of our time
2.
Common Core: new expectations and
new ways of learning
3.
Eruption of innovative learning
tools including adaptive learning systems
4.
Blended learning is catching on with
more philanthropic support
5.
Financial picture won’t get much
better in most states anytime soon
6.
Interest in performance-based
funding—and not just for online classes
7.
Competency-based progress and
testing out
8.
Self blending off campus
Opportunities
1.
Common Core implementation that
leads to deeper learning
2.
Online assessment starting in most
states in 2014-15
3.
Competency based systems that make
it easier to manage individual progress
4.
Learning environments and adaptive
systems that get better as students learn
5.
De-risking the shift to blended
learning
6.
Big data: real time dynamic
information for teachers and students
7.
Scaled proof points to drive policy
change
8.
Public engagement and elevating the
debate
Concerns
1.
Need to provide a better decision
support—a change roadmap
2.
Need to build leadership and support
capacity rapidly
3.
Tool set is still 2-3 years behind
demand
4.
Variation in virtual school results
and the disaggregated data to understand what’s working and not
5.
Potential to confuse failure and
iterative development (micro innovation)
6.
Need to better understand how
systems change
7.
Some schools will use blended
learning as cover for more tech
8.
Insufficient and narrowness of
efforts to promote equity
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