Blended Learning

One of the benefits of a blended learning platform is preventing the “the Lone-Learner
syndrome”

While the concept of blended learning has been around since the beginning of Instructional
Design, the term was not coined until the late nineties. The earliest reference that I can locate is
an article titled, Blended Learning: the transformation of Higher Education Curriculum, from
2009.

Because elearning did not turn out to be the silver bullet that many of its proponents were
harkening it to be, they needed another silver bullet to add to it, thus the concept of blended
learning. In its early stages, blended learning meant the mix of classroom (brick) and e-learning
(click), but it has now moved on to mean a mix of various learning methods and media.

However, blended learning is probably the closest thing we have to a silver bullet. In one study
using a blended learning platform composed of classroom and elearning, it was shown to
increase learning by an average of 11% for both procedural and declarative knowledge
(Sitzmann, Ely, 2009).

There almost seems to be something almost magical about blending the interactive and social
nature of classrooms, with the self-paced environment as each can deliver specific
methodologies better than the other (Clark, 2001).

In addition, elearning can have an attrition or drop-out rate as high as 20% as it often treats the
person as a “lone learner.” For example, in an informal learning episode a person will interact
with an average of ten people (Tough, 1999). Adding blended learning with social media
provides the social aspect that we need when it comes to learning so that it does not become a
lone-learning environment.

Defining Blended Learning

There are brick and mortar options, such as coaching, classes, and mentoring. Then there are
electronic options, ranging from e-learning classes, to on-line help systems, to templates,
decision support tools, and knowledge bases. E-learning gurus Elliot Maisie and Brandon Hall
recognize the many options and encourages combined systems, which they call 'brick and click,'
or 'blended' learning" (Rossett, Sheldon, 2001, p.281).

Most definitions of blended learning follow the concept that it is a blended solution between
elearning (on-line or click) and classroom learning (face-to-face or brick):

Blended Learning can combine the positive aspects of the two learning environments, classroom-
based learning and e-Learning (Bonk, Graham, 2006).
However, some experts are now taking a broader view in that it goes beyond elearning and
classrooms:

Blended learning is a mix of delivery methods that have been selected and fashioned to
accommodate the various learning needs of a diverse audience in a variety of subjects. This
method can include any combination of any of the above delivery methods (McSporran, King
2002).

Thus, Blended Learning is the use of two or more distinct methods of media. This may include
combinations such as (Rossett, 2002):

 blending classroom instruction with on-line instruction

 blending on-line instruction with access to a coach or faculty member
 blending simulations with structured courses
 blending on-the-job training with brown bag informal sessions
 blending managerial coaching with e-learning activities

Why Blended Learning?

Learning requires some sort of experience to take place. And the experience may be quite
different for each learner in that we have to consider differences in (Banathy, 1968):

 interest spans
 needs
 aptitudes
 achievements
 variations of time needed to master a specific learning task
 abilities to deal with abstractness or concreteness
 degree to which a learner needs to be guided
 abilities to deal with complexities
 abilities to manipulate objects (such as equipment or machines)
 the degree to which imaginations can be involved
 degrees to motivate creativity
 problem solving differences

Banathy further writes (p61) that a systems approach is multi-directional, in that it not only
allows feedback, but it also has feed-ahead or feed-forward strategies for selecting learning
experiences. Paul Saettler (1968, p271) notes:

A systems approach to instruction implies a scientific study of the kind of instruction required by
each learner, the time when it is needed, and the appropriate design, organization, and operation
of a system which can achieve behavioral goals. In its broadest sense, an instructional system is a
set of interrelated components (not aids or adjuncts) in mutual interaction.

Thus, good instruction provides individual learning experiences within the learning environment
by using a mixture of media, strategies, and methods. These learning experiences promote
interactions that allow the learners to recall information so that it may be remembered and
combine it with other experiences so that new knowledge bases may be formed. Again, going
back to the roots of ISD, Meredith Crawford (1962) wrote,

. . . it may be observed that an ideal solution might provide a program adapted to the interests,
aptitudes, and motivations of each learner. The experienced instructor, thoroughly familiar with
the material and with the general and specific characteristics of the learner, has been recognized
as the most efficient programmer, ever since the enunciation of the well-known statement (see
note 1) about Mark Hopkins and the log.

Selecting Media

To help with your selection of the correct learning activities, select one of the options below:

1. This button will bring up a chart of various elearning activities, to learn more about the chart
see, Designing eLearning

2. This button will bring up a chart of various learning activities, to learn more about the chart
see, Selecting Learning Activities

3. This button will bring up a media selection flowchart (note that it is kind of old, but may prove
useful)