BlendedLearning

From LTCWiki

What is blended learning?

There is no agreement on the definition of blended learning. The term is used in a wide variety of ways, and applied to a wide range of teaching and learning approaches.

Many blended learning definitions refer to conventional face-to-face teaching and learning activities (synchronous) that are mixed or blended with technology mediated learning activities not offered in real time at a specific location (asynchronous).

It should also be noted that in most formal educational settings (credit courses) there has always been a blend of space/time learning activities. Whether in the form of homework, assignments, or studying, almost all courses require independant or group learning activities to occur beyond scheduled music instructional dvds time.

Some existing definitions

Wikipedia

Wikipedia (July 12, 2007) provides this definition:

"Blended Learning is the combination of multiple approaches to learning. Blended learning can be accomplished through the use of 'blended' virtual and physical resources. A typical example of this would be a combination of technology-based materials and face-to-face sessions used together to deliver instruction."

Sloan Consortium

A recently published (March 2007) Sloan-C report entitled "Blending In The Extent and Promise of Blended Education in the United States" defines a blended learning course as one in which the proportion of content delivered online is between 30 to 79%. A typical description of a blended course is a "Course that blends online and face-to-face delivery. Substantial proportion of the content is delivered online, typically uses online discussions, and typically has some face-to-face meetings." It is interesting to note that using online discussions is seen as a content delivered online activity. Other types of courses in the Sloan-C report include: Traditional, with 0% of content delivered online; Web-facilitated, with 1-29% of content delivered online; and Online, with 80-100% of content delivered online.

Brian Kerr

Other definitions are much broader and include a wide range of elements that can possibly be blended within a course. In his presentation to the 2007 Cade Conference, Brian Kerr, provided the following possible elements that could be blended:

media/tools/technologies (including electronic and non-electronic)
time (synchronous or non-synchronous)
pedagogical (teaching and learning strategies and activities)
curricular (interdisciplinary, experiential, theoretical)
institutional (inter and intra articulation agreements)
cultural (worldviews, globalization)
program delivery (place dependence/independence, individual/group systems)

Kerr then goes on to offer a very inclusive definition of blended learning which combines a wide range of possibilities:

"The mixing, combining, or converging of any combination of technological, temporal, geographical, institutional, curricular, program delivery, cultural, pedagogical, and/or other learner-centered elements within the context of learning."

This definition would render any form of teaching and learning blended because how can any learning process not combine (blend) at least two of these elements (e.g. temporal and pedagogical).

Littlejohn and Pegler

Allison Littlejohn and Chris Pegler, in their book "Preparing for blended e-learning" offer another framework for a discussion of blended learning. They propose an approach to blended learning that looks at four elements: space, time, activities and tools. Coupled with a trend to move from teacher controlled learning environments to learner controlled learning environments they outline their approach using the following matrix (to confine the matrix to three dimensions they combine space and time on one axis). For each axis, they provide a continuum from teacher regulated to student regulated:

Using this matrix, for Littlejohn and Pegler, the goal in designing blended e-learning (recognizing a trend to move to learner regulated learning) is to move teaching and learning activities, tools, and space/time from the quadrant in the top left to the bottom right. As with Kerr, they provide a definition of blended learning that is wide ranging and considers a wide range of blends.

University of Calgary

The University of Calgary offers this definition of blended learning for one workshop:

Blended Learning combines different modes of delivery, models of teaching and styles of learning, and is founded on transparent communication amongst all parties involved with a course. (retrieved July 13, 2007 from http://www.ucalgary.ca/events/node/223)

and this definition for another:

"Blended learning is an approach to course design that brings together the best of both face-to-face and online learning." (retrieved July 13, 2007 from http://www.ucalgary.ca/oncampus/weekly/oct1-04/blended-learning.html)

Their Teaching and Learning Centre defines blended learning in this way:

Blended learning is the integration of face-to-face and online learning to help you enhance the classroom experience and extend learning through the innovative use of information and communications technology. Blended strategies enhance student engagement and learning through online activities to the course curriculum, and improve effectiveness and efficiencies by reducing lecture time. (retrieved July 13, 2007 from http://commons.ucalgary.ca/teaching/programs/itbl/)

COHERE

"We view blended learning as a blending of campus and online educational experiences for the express purpose of enhancing the quality of the learning experience."

Randy Garrison and Norm Vaughan

"At its core, blended learning is the thoughtful fusion of face-to-face and online learning experiences. The basic principle is that face-to-face oral communication and online written communication are optimally integrated such that the strengths of each are blended into a unique learning experience congruent with the context and intended educational purpose. ... Blended learning is not an addition that just builds another expensive layer. ... Most importantly, blended learning is viewed here as a fundamental redesign that transforms the structure of, and approach to, teaching and learning. The key assumptions of a blended learning design are:

Thoughtful integration of face-to-face and online learning
Fundamentally rethinking the course design to optimize student engagement
Restructuring and replacing traditional class contact hours"

A proposed definition

Based on Garrison and Vaughan's definition:

Blended learning is the thoughtful fusion of face-to-face and technology mediated learning experiences. The basic principle is that oral and written communication, as well as interaction and engagement with many different types of resources (e.g audio, video, graphics, simulations, immersive environments, etc.) are optimally integrated such that the strengths of each are blended into a unique learning experience congruent with the context and intended educational purpose. Most importantly, blended learning is a fundamental redesign that transforms the structure of, and approach to, teaching and learning. The key assumptions of a blended learning design are:

Thoughtful integration of face-to-face and technology mediated learning
Fundamentally rethinking the course design to optimize student engagement
Restructuring and replacing traditional class contact hours"
Optimizing technology resources not adding an additional expensive layer

Technology mediated

In this definition technology mediated refers to activities that are delivered and accessed through the use of technology. Often the terms online or elearning are used but technology mediated is a more comprehensive term in that it can include online computer based technologies as well as media such as dvd's that are mailed to learners, audio conferences, and non-computer (in a pure sense) devices such as mobiles, smartphones, ipods, etc.

Learning experiences

Refers to instructional or engagement strategies. Examples include presentations/demonstrations, case studies, discussions, project work, problem based learning, simulations, etc. Should 'learning experiences' also refer to assessment activities (e.g. writing papers), student review of course material, studying, independent student research, etc - activities that have always been controlled in space an time by the learner? Activities that have been at least for the last 10 heavily mediated by the use of technology?

This definition substantially restricts the number and type of courses that could be considered blended. It implies that in the design of a blended course the space and time allocated to certain learning activites be distributed across onsite and technology mediated environments.

Is it blended learning?

In formulating a definition it may be useful to agree on a list of those teaching and learning activities which could be considered blended and those that are not. So here goes.

Not blended learning

A conventional f2f lecture based class, where the powerpoint slides used for the lectures or course notes are put online.
A conventional f2f lecture or seminar based course in which online discussions are enabled as an option for students. The discussions are not assessed nor do they replace any f2f activity.
A conventional f2f lecture based class, where all assignments (e.g papers) and tests (e.g. multiple auto-marked quizzes or exams) are completed and submitted online.
An online course with no f2f component.
A conventional f2f lecture/seminar course in which students are required to do internet research for an assignment.
A fully online course with scheduled technology mediated synchronous communication (e.g. online chatrooms, videoconferences, webconferences).
A course is offered completely online but the final exam is face-to-face at a specific location at a specific time.

Blended Learning

A conventional f2f lecture/seminar based course in which online discussions are enabled for students. The discussions are assessed and participation in the discussion is used as the basis for part of a student's grade.
A course in which all course materials, readings and resources are online. Students meet f2f at pre-determined times (residency requirement).
A conventional f2f lecture/seminar course in which students work collaboratively to find, or contruct online resources (e.g. through blogs, wikis, web quests). The student work is assessed. Class time or release time is allocated to this activity.

Tough to call

A f2f lecture/seminar based class, where the lectures are put online. Students are expected to access the lectures before class. Class time is reserved for discussion of issues, problems or cases.
A f2f lecture/seminar based class has a mandatory online tutorial that is part of the curriculum. Students are expected to access the online tutorial and complete an online test worth 5% of their grade on their own time. No class time is reserved or released to complete the tutorial.
A f2f lecture/seminar based class has moved a collaborative group writing assignment online. Students write and edit their paper using a wiki, instead of using Word's track changes, or previously passing around typed or handwritten copies. If this is blended when did it become blended - with the introduction of which technology?

Why Blend?

There are three generally agreed upon reasons for designing blended courses:

improve learning outcomes (e.g. through alternate pedagogical approaches)
increase access (space and time independance)
reduce costs

From Blended Learning to Blended ONLINE Learning

Building on Garrison and Vaughan’s (2007) definition of blended learning, blended online learning (Power, 2008a) is :

- the thoughtful fusion of synchronous and asynchronous-mode, technology-mediated learning experiences. The basic principle is that oral and written communication, as well as interaction and engagement with many different types of resources (e.g audio, video, graphics, simulations, immersive environments, etc.) are optimally integrated such that the strengths of each are blended into a unique and completely online learning experience congruent with the context and intended educational purpose. Most importantly, blended online learning is a fundamental redesign of instruction that transforms the structure of, and approach to online teaching and learning, moving from uniquely asynchronous online learning to a blend of both asynchronously and synchronously-delivered online learning activities.

The key assumptions of a blended online learning design are:

- Thoughtful integration of synchronous and asynchronous-mode, technology-mediated learning activities•

- Fundamentally rethinking the course design to optimize student engagement

- Restructuring and replacing traditional class contact hours by implementing online virtual class contact hours in both synchronous and asynchronous modes.

- Optimizing technology resources for increased outreach by using currently available technologies, not adding an additional expensive layer.

References:

Power, M. (2008a). Responsible outreach in higher education: the Blended Online Learning Environment. American Educational Research Association, Instructional Design SIG, New York, USA, 24-28 March.

Power, M. (2008b). A dual-mode university instructional design model for academic development. International Journal for Academic Development, 13:1, 5 – 16. DOI: 10.1080/13601440701860185. URL: http://dx.doi.org/10.1080/13601440701860185

Links

UM Blended Learning Activity

Blended Learning Options

Blended Learning Course Development Models

Resources

Brian Kerr's 2007 Cade Conference presentation slides .

Blending In: The Extent and Promise of Blended Education in the United States - a March 2007 Sloan Consortium report keeps the blended definition very basic - i.e. online/f2f

Khan's octogonal framework

Babson college - case of blended learning (pdf)

Blended Learning, Driving forward without a definition An interesting paper that argues a fluid definition of blended is warranted because it allows for continued innovation and experimentation.