1. Key Considerations for Blended LearningBy
Khee L. Foo Wing S. Cheung
ST Kinetics National Institute of Ed
Singapore Nanyang Technological Uni
Singapore

2. Overview Definition of Blended Learning Our Study Research Question
Methodology
Findings
Limitation
Conclusion

3. Definition of Blended Learning
Combining instructional modalities (or delivery Media) (Bersin & Associate, 2003)
Combining instructional methods (Driscoll, 2002)
Combining online and face-to-face instruction (Ward & LaBranche, 2003).

4. Research Question
The research question seeks to address the design principles that occupy the minds of instructional designers whenever they design blended learning packages.

5. Methodology A qualitative research interview design
Seven blended learning instructional designers
5 Male / 2 Female
Aged 35 to 55 years old

6. Findings Convergence on the accepted definition
Blended learning is the combination of face-to-face learning with the use of computer mediated communication.
Blended learning environment does not only include computers and internet, it also includes smart phones, laptops, tablets, and content in CDs.

7. Findings
Instructional designers’ motivation for embracing blended learning
allows a learner
to learn at his own pace so that he is comfortable,
to access a wider pool of subject matter experts,
flexible learning environment,
allows faculty members to have the flexibility to engage students online and provide on-site support for students.

8. Findings No standard approach to blended learning
Two instructional designers used ADDIE model.
Five instructional designers used Rapid Prototyping model.
Some of them use blended approach as the starting point.

9. Findings Common emphasis on pedagogical design
Pedagogical approach refers to the specifics of instructional approaches and strategies to be used
“…the designer must be very clear how the desired learning outcomes can be achieved. This requires a clear understanding of how the different components in a blended learning package will contribute towards the overall learning experience.”

10. Findings Common emphasis on learning outcome
Clarity of the learning outcome,
Learning outcome is the focus of the blended package
Blended learning package should support the learner to achieve the stated learning outcome.
Avoid irrelevant and ineffective instructional activities.

11. Findings Risk of excessive online learning in blended design
Three instructional designers suggested no more than 40% of online activity based on their experience.
Instructional designers noted that many of their learners were inclined to compromise on the online learning demands whenever they faced competing demand.

12. Findings Choice of learning technologies – keep it simple
Easy to learn and use
Easy to implement
Easy to maintain
Provision of good technical support
Value add of technology should be greater than the effort of implementation

13. Limitations
Interviewed only 7 blended learning instructional designers.
All the instructional designers worked in Singapore.

14. Conclusion
The instructional designers tend to agree that blended learning is the combination of face-to-face mode and e-learning mode with the support of Computer Mediated Communications (CMC).
Blended learning offers flexibility for the learners.
There is no standard approach to design blended learning package.
Pedagogical design and learning outcomes are the two key issues in designing blended learning package.
The chosen technologies should be easy to learn, easy to use, easy to maintain, and easy to implement.

15. Thank you