Blended learning

Blended learning

1. difinition

   • student learns at least in part through delivery of content and instruction via digital and online media
   • formal education program
   • still attending a "brick-and-mortar" school structure, face-to-face classroom methods are combined with computer-mediated activities
   • used in professional development and training settings, as it can be used to translate knowledge into a particular skill

2. Terminology

   • The terms "blended," "hybrid," "technology-mediated instruction," "web-enhanced instruction," and "mixed-mode instruction" are often used interchangeably in research literature.
   • terminology was not firmly established until about the start of 21st century
   • One of the earliest references appears in a press release in 1999
     • the Interactive Learning Centers
     • Atlanta-based education business
     • announced its change of name to EPIC learning
     • "The Company currently operates 220 on-line courses, but will begin offering its Internet courseware using the company's Blended Learning methodology."[
     • first Handbook 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."
   • term blended learning mostly involves "combining Internet and digital media with established classroom forms that require the physical co-presence of teacher and students

3. History

   • 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
   • 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.
   • The advantage here was serving people who were not as computer literate
   • 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
     • CD-ROMs was tracking completion of coursework, so learning management systems emerged as a way to facilitate progress tracking.
     • Aviation Industry Computer-Based Training Committee, was formed in 1988 and companies such as Boeing used CD-ROMs to provide training for personnel.
     • 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).

4. Models

   • Blended learning can generally be classified into six models
     • Face-to-face driver
       • 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
     • Flex
       • Most of the curriculum is delivered via a digital platform and teachers are available for face-to-face consultation and support
     • 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
       • Students complete an entire course through an online platform with possible teacher check-ins.

5. Advantages

   • result in high levels of student achievement more effective than face-to-face learning
   • argue that incorporating the "asynchronous Internet communication technology" into higher education courses serves to "facilitate a simultaneous independent and collaborative learning experience.
   • The use of information and communication technologies have been found to improve student attitudes towards learning
   • potential to reduce educational expenses, although some dispute that blended learning is inherently less expensive than traditional classroom learning
   • Blended learning often includes software that automatically collects student data and measures academic progress, providing teachers, students and parents detailed students data
   • may also choose to reallocate resources to boost student achievement outcomes
   • 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

6. Disadvantages

   • strong dependence on the technical resources or tools with which the blended learning experience is delivered.
   • Reportedly the use of lecture recording technologies can result in students falling behind on the materials
   • that providing effective feedback is more time-consuming when electronic media are used, in comparison to traditional assessments

7. Community

   • where discussions can be held to better aid students
   • Many schools use this online tool for online classes, classwork, question & answer forums, and other school related work

8. Digital natives

   • 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

9. 21st Century Literacies

   • The National Council of Teachers of English
     • support collaborative and blended learning include Facebook, Twitter and wikis
     • 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.