In today’s post, I am introducing you to blended learning, a concept that is now common parlance within the ‘education speak’. In crafting this comprehensive piece on blended learning, I delved deep into academic literature, drawing on peer-reviewed research papers to create an authoritative and informative post.
This effort is aimed at assisting teachers and educators in effectively utilizing the blended learning approach. In this article, I cover a range of definitions of blended learning and discuss its advantages and disadvantages.
Given the extensive nature of the topic, I have decided to dedicate a separate post to showcase various examples of blended learning in action. Additionally, another post will focus on the different models of blended learning, ensuring a thorough exploration of this dynamic educational approach.
What is Blended Learning?
Blended learning is an educational approach that combines traditional classroom methods with digital and online media. The purpose of blended learning is to give learners a more integrated educational experience, where they can benefit from both face-to-face teacher guidance and the flexibility and accessibility of online materials.
Staker (2011) defined this approach as “any time a student learns at least in part at a supervised brick-and-mortar location away from home and at least in part through online delivery with some element of student control over time, place, path, and/or pace” (p. 5)
As for O’Byrne and Pytash (2015), the terms blended learning, hybrid learning, and mixed-mode learning are all terms that are used interchangeably to refer to “a pedagogical approach that combines face-to-face (F2F) instruction with computer-mediated instruction” (p. 137). In their eyes, blended learning is “an intermediate step between fully F2F and fully online learning environment”(p. 138).
In her study, Carol J. Auster (2016) defines blended learning in a succinct and clear manner. She states that, at its simplest, blended learning occurs “when a course combines face-to-face and online learning” (p. 39). This definition aligns with the broader understanding of blended learning as an educational approach that integrates traditional classroom instruction with digital and online methods, offering a holistic learning experience that leverages the strengths of both modalities.
Along similar lines, referencing Picciano (2009), Fabbian et al (2017) define a blended learning class as one that “integrates face to face (F2F) and online activities in a planned, pedagogically valuable manner while online activities replace a portion of F2F time” (pp.314-315). Like O-Byrne and Pytash, Fabbian et al. use hybrid learning interchangeably with blended learning.
Adding to this, Paul Breen,author of the book Developing Educators for The Digital Age, goes even further in his exploration of blended learning. Breen’s perspective broadens the scope of blended learning beyond the mere inclusion of electronic and digital tools in education.
Breen argues that blended learning is not just about integrating classroom instruction with web-based technologies; it encompasses a wide array of technologies and methods, both traditional and modern. This broader understanding of blended learning recognizes the role of longstanding educational tools — such as textbooks, overhead projectors, and even non-digital classroom resources — as integral components of a blended learning environment.
In Breen’s view, the ‘blend’ in blended learning can be seen in any combination of resources used to enhance teaching and learning. He illustrates this with examples from language teaching, where traditional methods are enriched with digital tools and online platforms. For instance, a project might involve traditional research and writing processes, complemented by online collaboration, feedback, and presentation tools. This approach highlights the adaptability of blended learning to various educational contexts, catering to diverse learning styles and enhancing student engagement.
Furthermore, Breen emphasizes that the success of blended learning hinges on the thoughtful integration of these various tools and methods, driven by pedagogical goals and student needs. The focus is not just on the tools themselves, but on how they are utilized to create a more dynamic, interactive, and effective learning environment. This perspective aligns with the view of blended learning as a continuum that ranges from traditional face-to-face instruction to fully online environments, with various integrations in between.
Overall, Paul Breen’s contribution to the understanding of blended learning adds depth to the concept underscoring that it is a dynamic and multifaceted approach. It involves more than just mixing traditional classroom teaching with online and digital media; it’s about creating a cohesive educational experience that leverages a variety of resources and methods to meet the evolving needs of learners in the digital age.
Strengths and Challenges of Blended Learning
While blended learning presents a transformative potential in enhancing student engagement, facilitating critical thinking, and enabling flexible learning, it also comes with its unique set of challenges. The effectiveness of blended learning hinges on well-thought-out implementation strategies that address these complexities. Here, we explore the strengths and weaknesses of blended learning, as gleaned from a range of scholarly sources, to provide a balanced view of its impact in educational environments.
Advantages of Blended Learning
- Enhanced Student Engagement and Flexibility:
- Facilitation of Critical Thinking and Deep Learning:
- Effective Use of Digital Tools and Online Resources:
- Improved Instructor-Student Interaction:
- Shifts instructor role to facilitator or mentor, improving support for individual learners (Mackenzie O’Connor Kaspar, 2018).
- Blended learning allows for personalized learning and can support different learning styles, thus enhancing motivation, and improving teacher-student interaction and feedback exchange. (Fabbian et al, 2017).
In addition to the previously outlined strengths, here are more advantages that blended learning offers:
- Personalized Learning Experiences: Blended learning allows for customization of the learning experience to meet individual student needs, preferences, and learning styles.
- Increased Accessibility to Resources: Students can access a wealth of online resources and materials anytime, enhancing their learning opportunities beyond the classroom.
- Development of Digital Literacy Skills: This approach naturally integrates the development of digital literacy, preparing students for the technologically driven world.
- Flexibility in Pace and Environment: Students have the freedom to learn at their own pace and in environments where they feel most comfortable, which can improve learning outcomes.
- Opportunities for Collaborative Learning: Blended learning often incorporates collaborative projects and discussions, fostering teamwork and communication skills.
- Real-Time Data and Analytics for Instruction: Digital platforms in blended learning can provide real-time data on student performance, helping instructors tailor their teaching strategies more effectively.
- Eco-Friendly and Cost-Effective: Digital materials reduce the need for physical textbooks and other resources, making it an eco-friendly option. It can also be cost-effective in the long run.
- Global Learning Opportunities: Blended learning can connect students with peers and educators worldwide, offering global perspectives and cultural exchange.
- Adaptability and Scalability: Blended learning models can be easily adapted and scaled according to changing educational needs and technological advancements.
- Reduction in Classroom Space Requirements: By incorporating online elements, blended learning can reduce the need for physical classroom space, which is beneficial for growing institutions.
- Support for Continuous Learning: Blended learning supports the concept of lifelong learning, as students can continuously access educational materials and resources.
These strengths demonstrate the wide-ranging benefits of blended learning, illustrating its capacity to revolutionize traditional educational paradigms and offer a more dynamic, inclusive, and effective learning experience.
Disadvantages of Blended Learning:
- Complexity in Course Design and Preparation:
- Student Adaptation to New Learning Environment:
- Technical Challenges and Digital Literacy Gap:
- Balancing Online and In-Person Elements:
In addition to the previously mentioned challenges, here are additional challenges that blended learning may pose:
- Technological Access and Equity: Ensuring all students have equal access to the necessary technology and internet connectivity can be a significant challenge, especially in areas with limited resources.
- Instructor Training and Comfort with Technology: Instructors may require additional training to effectively use blended learning tools and methodologies. Their comfort level with technology can greatly impact the success of the blended learning approach.
- Student Motivation and Self-Discipline: Blended learning often requires a higher degree of self-motivation and discipline from students, which can be challenging for some, particularly younger learners or those accustomed to more traditional teaching methods.
- Assessment and Feedback Challenges: Designing assessments that effectively measure learning outcomes in both online and face-to-face environments can be challenging. Additionally, providing timely and meaningful feedback in a blended learning setting requires careful planning.
- Technical Glitches and Reliability Issues: Technical issues with software or hardware can disrupt the learning process, leading to frustration among students and instructors.
- Time-Intensive Course Design and Maintenance: Developing and maintaining blended learning courses often requires more time and effort compared to traditional courses, both in terms of content creation and ongoing management.
- Balancing Online and Offline Workloads: Finding the right balance between online and offline workloads to avoid overburdening students can be challenging.
- Ensuring Consistent and Quality Online Content: Maintaining a high standard of quality and consistency in online materials is crucial but can be challenging, particularly for institutions with limited resources.
- Cultural and Institutional Resistance: There can be resistance to adopting blended learning both from within educational institutions and from broader cultural perspectives, especially in regions with strong traditions of conventional education.
- Measuring Learning Outcomes Effectively: Assessing the effectiveness of blended learning in achieving educational outcomes can be complex, as it involves evaluating both online and traditional teaching components.
These challenges highlight the need for careful planning, resource allocation, and ongoing support to ensure the successful implementation and sustainability of blended learning programs.
Final thoughts
In conclusion, let me reiterate here that blended learning is a dynamic and multifaceted educational approach. By blending traditional classroom methods with digital and online media, it offers a unique opportunity to enhance the learning experience in diverse educational settings. The strengths of blended learning, such as improved student engagement, flexibility, and the facilitation of critical thinking, are considerable. However, it’s equally important to acknowledge and address its challenges, including the complexity of course design, the need for student and teacher adaptation to this mode of learning, and technological considerations.
References:
- Auster, C. J. (2016). Blended Learning as a Potentially Winning Combination of Face-to-face and Online Learning: An Exploratory Study. Teaching Sociology, 44(1), 39–48. http://www.jstor.org/stable/24887557
- Breen, P. (2018). Blended Learning’s Consistent Presence. In Developing Educators for The Digital Age: A Framework for Capturing Knowledge in Action (pp. 127–142). University of Westminster Press. http://www.jstor.org/stable/j.ctv5vddjh.12
- Fabbian, C., Carney, E. Z., & Grgurović, M. (2017). Lessons Learned: Design and Implementation of Italian Blended Language Courses. Italica, 94(2), 314–353. http://www.jstor.org/stable/44983583
- O’BYRNE, W. I., & PYTASH, K. E. (2015). Hybrid and Blended Learning: Modifying Pedagogy Across Path, Pace, Time, and Place. Journal of Adolescent & Adult Literacy, 59(2), 137–140. http://www.jstor.org/stable/44011233
- Kaspar, M. O. (2018). Blended Learning as a Transformative Pedagogy for Equity. The English Journal, 107(6), 54–60. https://www.jstor.org/stable/26610194
