Blended Learning practices provide project based learningopportunities for active learning and interaction amonglearners and especially provides as a way to meet theeducational needs of the learners. Blended learning programsmay include several forms of learning tools, such as real-timevirtual/collaboration software, self-paced web-based courses,electronic performance support systems (EPSS) embeddedwithin the learning-task environment, and knowledgemanagement systems. Blended learning contains variousevent-based activities, including face-to-face learning, e-learning, and self-paced learning activities. Blended learningoften occurs as a mixture of traditional instructor-led training,synchronous online training, asynchronous self-paced study,and structured task based training from a teacher or mentor.The aim of blended learning is to combine the best of classroom face-to-face learning experiences with the best of online learning experiences. Overall, blended learning refersto the integration (or the so-called blending) of e-learningtools and techniques with traditional face-to-face teachingdelivery methods. The two important factors here are the timespent on online activities and the amount of technologyutilized, see Concept of Blended Learning figure 1 below:[3,4,6,7,8,9,10,11,12,15,16,19].
Concept of Blended Learning If two or more of these learning environments which arestated above are used to teach an educational objective, it canbe said that blended learning is realized. However blendedlearning has more meaning than showing a web page duringa lesson in the classroom and using information immediatelyin the web page to explain the lesson. Blended learning is alearning of environment which combines environments of face to face learning and web-based distance learning. Blended learning overcomes this limitation of an e-learning only approach . Today blended learningprimarily functions as a replacement for extension of face-toface environments. For instance, it might be used to foster learning communities, extend training events, offer follow-upresources in a community of practice, access guest experts,provide timely mentoring or coaching, present online lab or simulation activities, and deliver prework or supplementalcourse materials. While such uses may be unique andengaging, they are not exactly novel .
A Blend of Learning Theories By applying learning theories of Keller, Gagné, Bloom,Merrill, Clark and Gery, (see Figure 2) five key ingredientsemerge as important elements of a blended learning process(see Figure 2):1.
Synchronous, instructor-led learning eventsin which all learners participate at the same time, such as in alive “virtual classroom.”2.
Learning experiences that thelearner completes individually, at his own speed and on hisown time, such as interactive, Internet-based or CD-ROMtraining.3.
Environments in which learnerscommunicate with others, for example, e-mail, threadeddiscussions or online chat.4.
A measure of learners’ knowledge. Pre-assessments can come before live or self-paced events, todetermine prior knowledge, and post-assessments can occur following live or self-paced learning events, to measurelearning transfer.5.
Performance Support Materials:
On-the-job referencematerials that enhance learning retention and transfer,including PDA downloads, and printable references,summaries, and job aids.
The purpose of this research is to find out the effects of b-learning approach on developing school administrators’leadership skills.
To determine what the school administrators’ educationalneeds on leadership skills, needs assessment questionnairewas applied to 72 school administrators who were selectedfrom 33 primary schools in 11 regions within Ankara capitalcity. According to the results of this questionnaire, in-service
Special Issue on ICIT 2009 Conference - Applied ComputingUbiCC Journal – Volume 4 No. 3 539