The Blended Learning Context

Definitions Common Language BLI at Penn State Overview  Why Blend?  Present & Future Blended Learning at Other Institutions

Definitions “Blended Learning” lacks a unified definition; a variety of definitions exist, addressing different aspects of instruction: Combining teaching strategies Combining delivery media Combining online & face-to-face instruction

Blended learning systems combine face to face instruction with computer-mediated instruction. Traditionally, these learning environments have co-existed as separate methods addressing the needs of different audiences. Digital technologies have primarily served a supplemental purpose, helping to support face to face instruction though interactive activities, simulations, graphics & animations. From The Handbook of Blended Learning, Curtis J. Bonk & Charles R. Graham:

Blended Learning is an approach to course design that meaningfully brings together the best of both face-to-face & online learning. It is not intended to supplant either of these individual approaches, rather to build from each to create a new, more effective learning experience for students. At its heart, great blended learning course design will seek to leverage that which is best done in-person (debates; group presentations; reflexive response/thought) in combination with that which is best done online (provision of content; deeper, reflective discourse; document management & organization). From University of Calgary Position Paper on Blended Learning:

Common Language Blended vs. Hybrid vs. Mixed-mode From WikiPedia’s “Blended Learning” Definition: It should be noted that some authors talk about "hybrid learning" (this seems to be more common amongst Northern American sources) or "mixed learning". However, all of these concepts broadly refer to the integration (the "blending") of e- learning tools & techniques with traditional methods.

“It’s a hybrid world; all of us live in a face to face world & an online world.”  Carol Twigg, Executive Director of the Center for Academic Transformation, RIT Blended Learning is the application of this mix toward an instructional effort.

What Does it Look Like? Blended Learning exists on a continuum between 100% face-to-face & 100% online course materials: Completely F2F Completely Online Blended

Two Models of Blended Learning  The supplemental or enhancement model retains the basic structure of the traditional course & supplements lectures & textbooks with technology-based, out-of- class activities.  The replacement model reduces the number of in- class meetings &: replaces some in-class time with out-of-class, online, interactive learning activities (seat time reduction) makes significant changes in remaining in-class meetings.

Blended Learning Penn State Penn State’s efforts are focused on the replacement model; we are working toward an integrated approach combining face to face & online instructional strategies with the goal of reducing classroom time.

Overview: Why Blend? Advances in technology make the incorporation of online instructional materials possible. But why do it? Increase student flexibility/access to materials while retaining a sense of community Cost efficiency/facilities issues (seat time) Early evidence of positive impact on learning outcomes

Overview: The Present & Future Blended learning as a broad instructional approach in higher education remains in its formative stage. Growth in the corporate sector has been steady, & there is anticipation of continued growth in higher education.

Survey of Instructors & Administrators in US Higher Ed (Bonk & Kim, 2004) Jobs  65% instructors (professors & lecturers)  28% administrators or tech support personnel Workplace  50% from public universities  17% from private  23% from community colleges

Survey Results 93% claimed to be using blended learning approaches in some form, though the majority of use was modest (course management organization, supplemental information, links) By 2013, 7 in 10 thought their schools would have 40% or more of their courses in a blended format.

2003 Sloan Survey of Online Learning 994 Chief Academic Officers of US degree- granting institutions Includes public & private institutions Doctoral, Masters, Bachelors, & Associates institutions

Sloan Survey Definitions

Sloan Survey Results

UW-Milwaukee Course Hybrid Project ( ) 17 instructors moved courses from F2F to blended format Goals:  Join best features of F2F & online  Reduce seat time

UW-Milwaukee Lessons Learned: Time flexibility of blended courses popular Redesigning a course from F2F to blended takes time Integration is key to a good course

University of North Texas The Blended Learning Project (2004-Present) 5 instructors are moving courses from F2F to blended Goals:  Gather data on same course taught in a variety of formats (F2F, blended, & online)  Provide models for future instructors

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