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Strategies for Building Blended Learning

By Allison Rossett, Felicia Douglis, and Rebecca V. Frazee At a recent conference, a practitioner was overheard saying, “I can see why blending makes sense. But what do I put with what? We have a hundred instructors and e-learning modules. If I put them together, is that a blend? What is a blend and how do I make it work in an organization that prefers a quick fix?” Those questions and more are tackled here. A blend is an integrated strategy for delivering on promises about learning and performance. Blending involves a planned combination of approaches, such as coaching by a supervisor; participation in an online class; breakfast with colleagues; competency descriptions; reading on the beach; reference to a manual; collegial relationships; and participation in seminars, workshops, and online communities. A study by Peter Dean and his colleagues found that providing several linked options for learners, in addition to classroom training, increased what they learned. In 2002, Harvard Business School faculty DeLacey and Leonard reported that students not only learned more when online sessions were added to traditional courses, but student interaction and satisfaction improved as well. Thomson and NETg released a 2003 white paper that reported speedier performance on real world tasks by people who learned through a blended strategy—faster than those studying through e-learning alone.

What’s in a blend?
Options for blended learning go beyond the classroom. They’re formal and informal, technology- and people-based, independent and convivial, and directive- and discovery-oriented. If you want to help employees with retirement planning, for example, a blend makes sense because the need extends over time. People can seek the information that they need, when they need it. Assist employees through workshops, coaching sessions, support groups, and online classes and performance support tools, such as the Social Security Administration’s Benefit Calculator or the Living to 100 Life Expectancy Calculator©. The table below presents the possibilities of what can constitute a blended learning approach: Live face-to-face (formal) • Instructor-led classroom • Workshops • Coaching/mentoring • On-the-job (OTJ) training Virtual collaboration/synchronous • Live e-learning classes • E-mentoring Live face-to-face (informal) • Collegial connections • Work teams • Role modeling Virtual collaboration/asynchronous • Email • Online bulletin boards • Listservs • Online communities Performance support • Help systems • Print job aids • Knowledge databases • Documentation • Performance/decision support tools

Self-paced learning • Web learning modules • Online resource links • Simulations • Scenarios • Video and audio CD/DVDs • Online self-assessments • Workbooks

therefore. Stability and urgency. these approaches highlight real constraints. Another consideration is the amount of time developers have to create the belnd's ingredients. here are some guidelines for thinking about and constructing successful combinations. and there’s no time for a generous development cycle. • An online knowledge database to serve as a central repository for HRT information and a directory containing relatively stable information. and the instructional design literature. Imagine that you work for a large health maintenance organization. is to provide doctors with access to emergent expertise to boost their knowledge and confidence with patients. Patients are concerned. More important. The top goal. The need is urgent. The lower left quadrant recommends several options for distributing information to the doctors. content is emergent and unstable. When considering solutions to this problem. Phones are ringing off the hook with questions about HRT. Does the program need to be up and running within five days or will there be several months to design and develop assets for the blend? Figure 1 shows a breakdown of content types based on these issues: Now let’s apply this breakdown to a real situation. observations of best practices. New opinions and studies appear daily. The topic calls out for empirical research. Derived from experience. even frantic. our attention is immediately drawn to the left column of Figure 1. including individuals and units within the HMO . stymied to date by murky definitions for blends and their ingredients. Nearly every newspaper in the United States has raised fears about hormone replacement therapy (HRT).How do you build a blend? There’s no cookbook for blends. while such concepts as a perspective on leadership or customer service possess more staying power. as well as the normal challenges associated with workplace studies. Physicians are eager for help now. and doctors don’t have all the answers. In the meantime. Will this content last for one or two years? Will there be changes within days or weeks? A good distinction to remember is that product information tends to be fickle.

produced by experts on the topic. A performance analysis found that employees are unclear about the definition and impact of global virtual teaming and that the majority of people are unconvinced that this approach will be effective. human interaction holds the most value in this instance. abstract. as well as allowing them to participate in discussions. that summarizes the benefits and risks of each treatment. such as those found in the right column of Figure 2. too. This could be combined with a reading list and links to online articles. Because this is a top priority initiative with participants that span the globe. you can solidify attitudes and murky concepts. How much is the organization or individual willing to invest in achieving specified outcomes? If the outcomes aren’t achieved. A devoted listserv that pushes the very latest information to doctors on a daily or weekly basis. are keen on this shift and are ready to invest resources. Figure 2 shows how these considerations influence your choices.• • • • with special knowledge or responsibility regarding this issue. is the situation dire? If the blended program is successful. To understand this better. or complex. providing value to new doctors and others unable to participate in online events. answer the question: Is human interaction essential or will technology suffice? If the program is controversial. Email could blast FAQs and events to doctors. Coaching over the phone that would allow doctors to process emergent concerns with experts. Next. mentoring. But you still need to manage employees’ concerns about virtual teaming. The executives. and get . What assets might best earn their support? Without question. Events with stable content could be archived for later reference. however. alerting them to local meetings to discuss the issue. what kinds of benefits will accrue? Development of realistic assets and human involvement add cost to the venture. synchronous electronic presentations. Live online briefings that provide doctors with updates about the latest findings. coaching. appreciate. Touches and cost. Cost influences decisions about blending. imagine that you’ve been asked to introduce global virtual teaming to an organization that many characterize as individualistic in its culture. A print job aid. you can assume that the organization is ready to support higher cost solutions. and informal face-to-face meetings. it makes sense to invest in human interactions provided through instructors in classrooms. question. Through interactions with other people. Face-to-face workshops would provide opportunities for employees to learn about.

Will they work alone on the job or at a home office. Extended access to such resources is desirable when people are overloaded with information. Likewise. While most said they now use and like computers. and online knowledge bases is that they’re available over time and provide assistance on an as-needed basis. a database program in the Microsoft Office Suite. the majority weren’t curious about ACCESS and seemed satisfied with existing programs. . documentation. Will learning assets be delivered and quickly vanish or will they be available for the long haul and future reference? The value of most job aids. executives are resolute about the ways employees should use the program. a live e-learning event. Once the concept and benefits are clear and conversations have transpired. topics are complicated. The learning goal is to help clerks become familiar and comfortable with using ACCESS in their daily tasks. could present a model of virtual teaming and expose employees to the people and processes involved in virtual collaboration. At this point. train. the lower-right quadrant might have something to offer. imagine that you need to introduce a clerical staff to ACCESS.comfortable with virtual teaming. it’s time to focus on actual resources and assets. or material is infrequently used. or plane? Will they engage with others in their attempt to learn and improve performance? Figure 3 gives you an idea about how these factors influence decisions. Because both independent and communal activities are possible. Meanwhile. and consider how people will use them. including • • • e-learning modules that instruct global team leaders on how to set and communicate goals a performance support tool that can nudge good decisions associated with the tasks global teams are asked to tackle an online community that can build exposure and consensus about new approaches that executives are eager to establish across the organization. A needs assessment revealed substantial fears about the new program. Only a small percentage of staff envision ways that ACCESS could be used for their jobs. Learning resources and experience. another issue to consider is the learners’ experience. For this example. content changes frequently. performance support tools.

and actual examples are housed in the online knowledge database. instructor-led classes and workshops would introduce employees to the features and benefits of the software. Direction can appear as sample paths. In addition. These programs can then be archived and made available for new employees or for refresher training. Therefore. If resistance lingers and more interaction is required. Communicate.Given that situation. Embrace redundancy. staying focused on strategy is crucial to blending success. effective blends must include guidance. it’s elaborated on in the online community. The ingredients associated with a program on virtual teaming. It also makes sense to use live e-learning to provide examples of model applications for their business. Blending should rivet attention on how to combine resources to achieve a strategic purpose. Here are some examples: • • • • a manager helps her employees decide whether they want to participate in an online community peers advise others on taking the class online or face-to-face an instructor acts as a catalyst in the online communities. and recommendations targeted to roles. you can use an online community or coaching by managers to help staff work through their concerns. a topic is discussed in a traditional classroom. time. Instruction to build confidence and fluency. Work cross-functionally. is indicated in the lower-left quadrant of Figure 3. phone conferences. Once staff has grown more comfortable with the program. rather than after a scheduled event or an expert available for consultation. Emergent technology makes it possible for employees to enjoy both. What it takes to blend? Too often training professionals focus on which e-learning library to buy or how to explain new roles to instructors. Blending enables people to get an answer. tasks. This has positive ramifications for knowledge workers who need access to information immediately. Before e-learning. A blend is the opposite of a silver bullet. Focus on flexible options for employees and customers. such as decreasing time to market or increasing repeat business. communicate. Encourage independence and conviviality. and work on tasks with peers. communicate. performance reviews. Be clear about links between learning options. Blended learning involves working with and convincing people and units across the organization. Other key factors include Deliver assets and guidance. Because learners don’t always know when they need additional instruction or when they're ready to test their skills. and career development options. or live meetings. supervisors may host lunch chats to . regardless of the location. and learning preferences. Put people in the middle of the blend. what should the trainer do? Ideally. Participants can study on their own in print or online while they simultaneously participate in online communities. making certain that the right people get to the right experiences and assets a supervisor reminds staff why the topic matters. trainers typically made choice between delivering information through self-study or teaching in groups. Make certain that all those involved understand their roles and the reasons for multifaceted approaches. Redundancy is part of any good blend because it allows participants to receive the same and elaborated messages from several sources in various formats over time. For instance. breadcrumbs marking progress. priorities and progress. diagnostics. for example. an online help system provided by Microsoft can support employees on the job—as needed. grow in significance when assembled and associated with daily challenges.

and waiter are coordinated in their devotion. To that end. Workplace learning professionals should think similarly. they’ve never thought about their signature dishes as blends. Finally. The buyer. The alternative—one-size-fits-all—is no way to serve a global workforce. or HR—speak volumes to those who would rather not. Of course. In our research.practice key concepts while email messages reiterate content. flexibility. day out. Let’s move beyond thinking about blends as something unique or special. chef. They’re simply another method for moving towards the concerted systems that’s essential to learning and performance. The best way to counter the preference for quick fixes is to realize results in the organization. we found few definitions and little research on blends. and they offer options. You’ll not find a blintz. Blended initiatives—on behalf of sales. self-assessments present directions for development. They taste and test and improve. bartender. and redundancy. IT. purpose. It’s just what they do—day in. is known for its blends. they focus on doing one thing really well. or pasta on the menu. Take on key initiatives and measure results. Recognize this as an opening salvo in the quest for effective blends. They don’t do everything. frappe. Their efforts on behalf of mole and tequila concoctions are instructive for those interested in blending. Finally. measure your efforts and share your results with fellow practitioners. California. El Agave has things going for it. . Nothing but blends El Agave. a premier Mexican restaurant in San Diego. They use the highest quality ingredients. and they use elbow grease to smooth the sauce and beverage as needed. integration. after trying these approaches. they’re clear about expectations. Blends are characterized by customization.

(Ed. The ASTD E-Learning Handbook.com/legacy/features/jb/btp/index. A. (2002). www. Better Training Is Just a Click Awa. E-learning Portfolio (2003). DeLacey.workforce.html Thomson and NETg.com/authors/rossett/ Rossett. K. D. Dickelman.mcgraw-hill. & Douglis.asp Rossett. EPSS Central (2003). Stahl.asp? PressID=75#top Valiathan.org/2002/aug2002/valiathan. A. P.pcd-innovations. New York: McGraw-Hill.pfeiffer.html Zimmerman. "Blended Learning Models.Additional Reading Here are some resources and examples for professionals eager to put blends into action. & Leonard. • • • • • • • • Dean. D. www.. 247-254.php • . Educational Technology and Society." Learning Circuits. J.. 2(3). Effectiveness of Combined Delivery Modalities for Distance Learning and Resident Learning. (2002). Gary."The Next Generation of Corporate Learning: Achieving the Right Blend. R. Quarterly Review Of Distance Education.htm Rossett. J. A.. www. (2002)..netg.sdsu.. Frazee. www. M. San Francisco: Jossey-Bass/Pfeiffer. Beyond the Podium: Delivering Training and Performance to a Digital World. P. edweb. Case study on technology and distance in education at the Harvard Business School. Workforce. (2002). & Sheldon. www.com/NewsAndEvents/PressReleases/view. B. 13-28. [online resource]. (2003).learningcircuits. A.). (2001). books. & Pear. Sylwester.edu/people/ARossett/eportfolio/eportfolio. 5(2). (2001). F. E..com/index.com/archive/feature/22/26/58/index.

facilitator. Unfortunately. and self-paced learning. and knowledge management practices. which mixes various events and delivery media to develop specific behaviors competency-driven learning. • • • • • Attitude-Driven Model Content that deals with developing new attitudes and behaviors requires peer-to-peer interaction and a risk-free environment. Web-based courses. NIIT categorizes blended learning into three models: • • • skill-driven learning. What are the key features of each approach? In which situations is an approach adopted? What blended techniques can be adopted to enhance learning? Why How • create a group-learning plan that's self-paced but bound to a strict schedule pad self-paced learning material with instructor-led overview and closing sessions demonstrate procedures and processes through synchronous online learning labs or a traditional classroom setting provide email support design long-term projects hold synchronous Web-based meetings (Webinars) assign group projects (to be completed offline) conduct role-playing simulations Skill-Driven Model: Learning specific knowledge and skills requires regular feedback and support from the trainer. such as collaboration software. which combines self-paced learning with instructor or facilitator support to develop specific knowledge and skills attitude-driven learning. including face-to-face classrooms. • • . or peer. there's no single formula that guarantees learning.Blended Learning Models By Purnima Valiathan The term blended learning is used to describe a solution that combines several different delivery methods. Blended learning also is used to describe learning that mixes various event-based activities. which blends performance support tools with knowledge management resources and mentoring to develop workplace competencies. EPSS. live elearning. but here are some guidelines from NIIT on how to order your learning activities.

which assists in the successful completion of the self-paced modules. 88 percent of learners and 91 percent of managers recommend that the trainer or facilitator be an active part of the online training program. According to a 2000 survey by the Masie Center. This type of approach is analogous to a chemical reaction. discussion forums. Techniques to incorporate skill-driven blended learning include • • • • creating a tightly scheduled group learning plan using instructor-led overview and closing sessions using synchronous learning labs providing support to learners through email. Survey respondents placed a high value on having the trainer monitor progress and contact the learner. Skill-Driven Blended Learning Plan Technology-based techniques • Announcement • email push LMS Non-technology based techniques • • • flyer mail phone • Overview session • email traditional classroom Webinar . and face-to-face meetings with self-paced learning. learners must interact with and observe experts on the job. this approach works best when people are learning content at the knowledge or application levels. build and facilitate an online community for the course participants.• CompetencyDriven Model To capture and transfer tacit knowledge. and be available via email or threaded discussion to respond to content questions. • assign mentors develop a knowledge repository (LCMS/LMS) Skill-driven model Blended learning that's skill-driven mixes interaction with a facilitator through email. It's clear that combining self-paced learning with facilitator support keeps the learner from feeling isolated. such as Web-based courses and books. in which interaction with the instructor or facilitator acts as a catalyst to achieve the desired reaction--learning. evaluate online project work. Indeed.

as well as the desired outcome (developing attitudes and behavior) necessitates the inclusion of collaborative learning that's facilitated through face-to-face sessions or technology-enabled collaborative events. Developers should use this approach to teach content that requires learners to try out new behaviors in a risk-free environment. and online debates that use chat modules. group projects. the nature of the content.Self-paced learning • • • • • • • • Web-based tutorial e-books EPSS simulations email FAQ instant messenger Web meeting • • • • articles books job-aids on-the-job training Query resolution face-to-face meeting Demonstration • simulations traditional classroom Practice simulation workbook assignment • face-to-face meeting print report Feedback email • • email traditional classroom • Webinar Closing session Certification Behavior-driven model Web-based test print test This approach blends traditional classroom-based learning with online collaborative learning events. Attitude-Driven Blended Learning Plan Technology-based techniques Non-technology based techniques . For example. Webinars. At times. Activities that developers should incorporate into the overall learning experience include discussion forums. soft skill courses that require role playing a performance evaluation or negotiating with a customer should employ a behaviordriven approach.

Competency Driven Blended Learning Plan Technology-based Non-technology based . email.Announcement LMS or email push • email flyer. or phone Overview session • • • • Webinar Web-based tutorial e-books simulations traditional classroom Self-paced learning • • • articles books workbooks with "ifthen" decision tables Query resolution • • • email FAQ instant messenger face-to-face meeting with expert Assessment simulations • Webinar print test Collaborative session • chat role-playing with peers Practice simulations • email role-playing with peers Feedback and closing session traditional classroom • Webinar Competency-driven model The success of knowledge workers depends on how quickly employees make decisions in the work place. Because people absorb tacit knowledge by observing and interacting with experts on the job. people also need tacit knowledge that's often retained by experts. While part of the decision-making process is guided by common facts and working principles. Learning that facilitates the transfer of tacit knowledge requires a competency-driven approach. activities may include a blend of online performance support tools with live mentoring.

techniques techniques Assign guides or mentors email phone Create a community space on the Internet or intranet • • • • email discussion forums simulations discussion forums chat study groups Practice • • • • • • face-to-face meetings workshops phone face-to-face meetings workshops phone Hold discussion • • Resolve queries • email face-to-face meeting instant messenger Capture learning stories and data compiled in a knowledge repository (LMS/LCMS) white papers Published: August2002 .

to be faded as learners gain expertise (Kirschner. Clark and Sweller.org/wiki/Blended_learning . http://en. In the strictest sense. A good example of blended learning would be to give a well-structured introductory lesson in the classroom.wikipedia. 2006). blended learning is when an instructor combines two methods of delivery of instruction. A typical example of this would be a combination of technology-based materials and face-to-face sessions used together to deliver instruction. Guidance is suggested early in the process. this term most often applies to the use of technology on instruction. and then to provide follow-up materials online. However. Blended learning can be accomplished through the use of 'blended' virtual and physical resources.Blended Learning is the combination of multiple approaches to learning.