How do we define blended learning?
Blended, Hybrid, Mixed, are all terms used in
various settings to describe instructional designs that seek to capitalize on
new technologies and create a better experience based on our current
understanding of adult learners. The
concept of blending learning involves some balance of delivery modes using
eLearning technologies such as web-based or smart device tools, and traditional
classrooms. The vagueness of the
process is in part because there are no clear rules and the idea evolves almost
as quickly as the technologies it relies on.
Blended learning is not the same old
instructional design model used for decades in formal education. It is something new that requires designers,
instructors and participants to learn to interact in new ways. Participants must become more proactive
learners, in the classroom and especially when using technologies. Participants
and instructors must learn to build new relationship between and among
themselves in all aspects of the design.
Designers and instructors must learn to create and implement far better
evaluation methods and tools than they have in the past.
How does blended learning reflect learning theories?
Robert Gagne is famous for his nine events of instruction. From gaining attention to stimulating recall, to eliciting practice and giving feedback, the events have traditionally been a cornerstone of much instructional design in grades K-12. However, some believe that adult education and learning fails to acknowledge and incorporate some of the events, expecting adults to be responsible for much of their learning. As a result, numerous authors have written about the failure of programs to transfer learning to the workplace or individual lives. Malcolm Knowles wrote extensively about it in “The Adult Learner”. Blended learning recognizes the need to address Gagne’s events in designing learning. (Knowles, M. S. Holton, E. F. & Swanson, R. A., 2011, pp 78-82).
More
recently, Gloria
Gery has written about the use of electronic technologies to support learning
in various settings, primarily the workplace.
She suggests that people become frustrated by the failure of traditional
instructional design to accommodate their lives and allow flexibility. This
group of adult participants has grown and led to the increase in electronic
performance support in the workplace and online programs in higher education. The new model provides for helping people
learn what they need, when they need it, in ways that work best for
individuals, and allows flexibility. (Cross, J., and O’Driscoll, T. 2005)
However,
technology alone has not proved to be the ideal for all learning and for all
people. Social interaction is integral with and plays a critical role in
learning. Many participants speak of the
isolation they feel in “faceless” online learning and courses, and how much
they miss being in class, sharing with other learners. That reality has led in part to blended
learning that incorporates instructor led events with learner participation,
independent participant work, collaborative activities such as discussion
threads, continual assessment, and access to a wide range of reference materials from on-line
libraries, web-links, and downloads.
What tools and design components might an instructor
utilize in a blended class?
As blended learning
becomes more common, the need for more tools and technology increases. The demand for high speed internet, smart
devices such as smartphones and notepads, can tax a program providers as well
as participants. There are so many
options for instructors to use in instructional design and each tool requires
hours of design work. Failure to
understand the technologies can lead to a dismal experience for participant and
instructors.
Instructors can use
podcasts to deliver lectures, streaming video and embedded video to demonstrate
or present credible experts, webquests can lead participant in self-directed
learning discoveries. Wikis, blogs, social media sites like Facebook and
Twitter, and surveys or pools can all have a place in blended learning. The question will be how and when to use them
and what content is best for different tools
Does blended learning improve participant learning?
There
are few comprehensive, in-depth studies that prove or disprove the
effectiveness of blended learning, or online learning. However, there are some
indications are that participants outcomes can increase and attrition rates
reduced through blended learning. (Dziuban, C. D.,
Hartman, J. L., & Moskal, P. D., 2004).
Participants report that they assume more
responsibility for their learning in blended programs. Some feel that blended
learning makes for a better experience while others feel more challenged and
struggle. Ultimately participants must learn to be more self disciplined and
actively seek to learn new technologies to achieve success sin blended
learning. Ultimately, there is some
evidence that participants and instructors are becoming more tech-savvy and digitally
literate as a result of being forced into online and blended programs. (Dziuban, C. D., Hartman, J. L., & Moskal, P. D., 2004).
References
Knowles, M. S. Holton, E. F. & Swanson, R. A,
(2011). The adult learner. London: Elsevier, 7th Ed
Dziuban, C. D., Hartman, J. L., & Moskal, P. D.
(2004). Blended learning.
Educause Center for
Applied Research, Research Bulletin, 7.
Retrieved from http:www.educause.edu/ir/library/pdf/ERBO407.pdf
Cross, J., and O’Driscoll, T. (2005,
Sept) In Her Own Words: Gloria Gery on Performance. Performance Improvement, Vol 44, No 8
