{"id":1320,"date":"2017-10-24T09:00:00","date_gmt":"2017-10-24T09:00:00","guid":{"rendered":"https:\/\/edvance360.com\/lms\/what-constitutes-blended-in-blended-learning\/"},"modified":"2017-10-24T09:00:00","modified_gmt":"2017-10-24T09:00:00","slug":"what-constitutes-blended-in-blended-learning","status":"publish","type":"post","link":"https:\/\/edvance360.com\/lms\/what-constitutes-blended-in-blended-learning\/","title":{"rendered":"What Constitutes \u201cBlended\u201d in Blended Learning?"},"content":{"rendered":"

While preparing this article, we tossed around a few sub-titles such as \u201cBlended Learning: Tossing All Available Learning Tools At One\u2019s Learning Program\u201d or \u201cBlended Learning: I Do Not Think It Means What You Think It Means\u201d or \u201cBlended Learning: More Than Just Technology & Lectures.\u201d  These subtitles seem to quickly explain most learning program\u2019s approaches to blended learning.<\/p>\n

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When we at Edvance360 first launched into the business, terms like \u201cblended learning\u201d, \u201csocial learning\u201d, or \u201clearning management system\u201d were being invented<\/em>. Selling a Learning Management System with social learning tools twelve years ago made a school or corporation look at you crossed-eyed or caused a near-revolt among faculty. (I jest, but not completely.)<\/p>\n

According to Wikipedia<\/u><\/a>, here\u2019s the definition of blended learning:<\/p>\n

Blended learning<\/strong> is a formal education program in which a student learns at least in part through delivery of content and instruction via digital and online media with some element of student control over time, place, path, or pace.[<\/sup>While students still attend “brick-and-mortar” schools with a teacher present, face-to-face classroom methods are combined with computer-mediated activities. Blended learning is also used in professional development and training settings.<\/p>\n

A lack of consensus on a definition of blended learning has led to difficulties in research about its effectiveness in the classroom. Blended learning is also sometimes used in the same breath as “personalized learning” and differentiated instruction.<\/p>\n

How\u2019s that for an indefinite definition? The history behind the term makes it even more nebulous:<\/p>\n

The terms “blended learning,” “hybrid learning,” “technology-mediated instruction,” “web-enhanced instruction,” and “mixed-mode instruction” are often used interchangeably in research literature. Although the concepts behind blended learning first developed in the 1960s, the formal terminology to describe it did not take its current form until the late 1990s. The term “blended learning” was initially vague, encompassing a wide variety of technologies and pedagogical methods in varying combinations (some making no use of technology whatsoever). In 2006, the term became more concrete with the publication of the first Handbook of Blended Learning<\/em> by Bonk and Graham. 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.” In a report titled “Defining Blended Learning” researcher Norm Friesen suggests that in its current form, blended learning “designates the range of possibilities presented by combining Internet and digital media with established classroom forms that require the physical co-presence of teacher and students.”<\/p>\n

So, it might include technology. Might not. Might include Instructor-led interaction. Might not. Might include a webinar. Might not. Might include butts-in-seats. Might not.<\/p>\n

Our (admittedly biased) definition of blended learning is this: Learning that is facilitated by a learning management system in some way (other than tracking or reports). Could be as simple as a post-course test in the LMS (Why not? It\u2019s automatically graded there!), post-course surveys, or posting a video and tracking the views.<\/p>\n

So the next question is: What constitutes good<\/em> blended learning? <\/strong>After all, just because one posts content, doesn\u2019t mean it motivates<\/em> learners. Just because one lectures on a topic, doesn\u2019t mean a student learns<\/em> it. Just because a tool is available, doesn\u2019t mean it gets the job done.<\/p>\n

Some advocate the teachers changing and adapting. Others require the schools to change by increasing their adoption of new technologies\u2014even just for the sake of newness. Others advocate 7-second snippets (we are told our students have gold-fish attention spans), fun and games, intense SCORM files that take months to create\u2014the list is long. Most with no evidence of measurably higher completion or retention rates<\/em>.<\/p>\n

We feel the search for a single \u201csilver bullet\u201d feature that motivates learners, increases completion, inveigles faculty adoption, and is easy to work with does not exist. And shouldn\u2019t. Just as humans are uniquely different, so instruction should be unique. Each course can and should take on a life of its own, based on the topics addressed, time constraints, and above all else: the result desired.<\/p>\n

Instead, we advocate a full arsenal of learning tools should be made available and the benefits of each should be articulated and promulgated.<\/strong><\/p>\n

Each tool in the arsenal should be evaluated by the course designer based on the result desired.<\/p>\n