Blended Learning: Creating Your Unique Blend

Prepared by: Veny Mae S. Maglana

Blended Learning
 A mixture of face-to-face and online learning
 Lessons set to own pace
 Increased opportunities to differentiate.
Blending learning is understood as a hybrid approach that combines learning in school with
distance learning, including online learning.

 Blending the learning environment can:

 Broaden the spaces and opportunities available for learning;

 Support course management activities (e.g., communication, assessment submission,

marking and feedback);

 Enhance the availability and richness of information and resources for students;

 Engage and motivate students through greater opportunities for interactivity and
collaboration.

History of blended learning

1840’s: First Distance Course
Sir Isaac Pitman launches the first distance education course. Though there were other
variations on the concept prior to Pitman’s, his was to resemble distance learning as we know it
today.
1960’s & 1970’s: Mainframe Computer-Based Training
Modern computer-based training can be traced back to the mini-computer and mainframe
training of the 60’s and 70’s.
1970’s to 1980’s: TV-Based Technology to Support Live Training
At this stage in the blended learning timeline, companies began using video networks to train
their employees. The instructor no longer had to be physically on-site in order to onboard new
hires or broaden the skill sets of existing staff members. This made the training experience
more interactive and engaging. Learners were able to communicate with their peers, watch the
instructor on TV, and even address any questions or concerns sending them by mail. Think of it
as the predecessor to webinars and video conferencing. 

1980’s & 1990’s: CD-ROM Training and Rise of LMS

As technology evolved, so did blended training strategies and applications. Schools and
organizations began using CD-ROMs to deliver more interactive learning experiences, such as
those that feature video and sound. This delivery format could hold larger quantities of
information, which made them ideally suited for distance learning. For the first time in eLearning
history, computer-based courses were now able to offer a rich and comprehensive learning
experience. In some cases, it even took the place of face-to-face instruction. 

1998: First Generation Of Web-Based Instruction

Blended learning, and eLearning as a whole, has seen rapid change in the past two decades,
beginning in 1998 with the first generation of web-based instruction. Computers were no longer
just for organizations and the wealthy few, but for the masses. More and more households
began purchasing personal computers for their families to enjoy, while companies made PCs
readily available for every employee.

2000 Until Today: Blended Learning Integration

We currently find ourselves in an exciting time for blended learning. Technology is rapidly
changing and an increasing number of organizations and private learning institutions are
beginning to see the benefits of a blended learning approach. From interactive scenarios in the
classroom to webinars and online tutorials, learners now have a wide range of tech tools and
applications at their disposal.

Why blended learning?

 Blended classrooms can empower students who are introverted or shy to share their
ideas and learn from others using discussion forums where conversations that were
started in class can continue well after the class ends.
 Blended learning helps in achieving better students learning experience and academic
outcomes, and effective teaching management.
 It is all about effectively integrating information and communication technologies into
designing course and in term enhancing teaching and learning experiences for both
students’ and teachers.
 It involves amalgamation of delivery modes, teaching approaches and learning styles.
 Blending learning helps students to explore technology and use different tools or
techniques for learning, for example, PowerPoint, Virtual classrooms, Video lectures,
etc.
 Blended learning improves the quality of education and information assimilation while
making teaching more efficient and productive.

Blended Learning at the Age of COVID-19

The Coronavirus Disease 2019 (COVID-19) pandemic has dramatically changed the higher
education system in the Philippines with a distinctive shift in online instruction as an effort to
limit further transmission of the virus. This sudden change to online instruction raised concern
among many teachers and students because a large segment of the population have unstable
internet access and limited electronic devices (Pastor, 2020; Mirandilla-Santos, 2016).

Models of Blended Learning

1. Rotation Model of Blended Learning
In this model, students within a single class rotate between online learning and other learning
modalities, either on a fixed schedule or at the instructor’s discretion. In this model, most of the
learning still occurs on a physical (brick-and-mortar) campus. The Flipped Classroom is the
most classic example of the Rotation Model in practice.
Flipped Classroom
In this learning approach, traditional lecture and homework are replaced by pre-class activities,
such as viewing short, pre-recorded lecture videos. The class time is devoted to further
reinforce the topics through problem solving examples, interactive activities and detailed
discussions. However, the synchronous online class sessions (called the “virtual classroom”)
replaced the traditional face-to-face class for engaging the students with activities and guided
problem-solving discussions in the traditional flipped classroom.

2. Flex Model of Blended Learning

Here, students switch between learning modalities on a customized, fluid schedule that uses
online learning as its cornerstone. Similar to the Rotation Model, learners still learn primarily on-
campus, but under the Flex Model every class is divided into online and offline components.
3. A La Carte Model of Blended Learning
Under this model, a student takes one or more courses online in addition to traditional courses
at a brick-and-mortar campus. Unlike full-time online learning, in the à la carte model, students
at a particular school may choose between online and offline courses at their convenience.
4. Enriched Virtual Model of Blended Learning
In this model, learning is divided between online and offline components. Although face-time is
required between the student and teacher, in the Enriched Virtual Model, the student does not
necessarily come to campus every day.
With each of these blended learning models, video plays a key role in delivering course content
to students. Regardless of the blended learning model chosen, the right video platform must
allow teachers to focus on teaching rather than on the technology.

Blended Learning Before Covid

Face to face is dominant
Blended learning seen as compliment to face to face.
Learning happens at school
Blended learning during Covid-19
 Emergency remote teaching
 No face to face learning
 Classroom leaning stopped- Move to remote instruction
 The home environment became places for work, teaching and learning (not all houses
are tidy, and spacious conducive for learning)
 There are many challenges immerged
 A mix of model emerged (in person teaching following health protocols, virtual where
young people face different gadgets, and virtually impossible where some people lost
track on the use of equipment)
 The Discover, Learn, Practice, Collaborate and Assess (DLPCA)- The strategy was
conceptualized for this blended learning technique with the goal of integrating the
instructors, students, and readily available technologies to meet the challenges of higher
education during this pandemic.

Emergency Remote Teaching Phase

 Online learning- Online learning is education that takes place over the Internet. It is often
referred to as “e- learning” among other terms. However, online learning is just one type
of “distance learning” - the umbrella term for any learning that takes place across
distance and not in a traditional classroom.
 Virtual Learning- Specifically, virtual learning uses computer software, the Internet or
both to deliver instruction to students. Instead, the teacher interacts with the student via
the Internet, through such media as online video, online forums, e-mail and instant
messaging.
 Distance Learning- Distance learning describes any learning that happens without the
students being physically present in the lesson. (However, this could also apply to the
teacher in certain situations.) Historically, this described correspondence courses in
which students would communicate with their schools or teachers by mail.
Technological knowledge
Pedagogical Knowledge
Content Knowledge

 The blended online learning strategy is deemed to be the most practical method to adapt
as this combines the advantages of synchronous and asynchronous strategies. The
main motivation in choosing the blended strategy is to increase the student’s
participation in their own learning process rather than quietly sitting during a
synchronous discussion. The basis of this approach is the cognitive load theory, on the
basis that novice learners are immediately overwhelmed by a large amount of new ideas
and terminologies, and resort to surface learning
 The Department of Education (DepEd) on Thursday recognized blended learning as a
“good and valid way” to deliver education as the agency looks into its implementation
“after COVID-19,”
 Teachers have developed an array of new knowledge and skills in relation to using
digital technologies
Where does learning takes place?

1. In school
2. Live online
3. Self-directed

Tools used

Tips to Use Blended Learning According to Carol Tucker

 Start Small- Choose right digital tool or technology from tons of tools available in market.
 Use to Make life easier- Don’t just use it to use it. Improvise and upgrade the course at
regular intervals.
  Make is social. Use blogs, online discussion forums, create pre and post online quests
etc.
 Feedback is Key- Ask for feedback from learners to get a feel on what is working and
what is not to make it more effective.
 Create an effective support systems for learners
 Keep track of learner progress
 Use Simulations and mind tools
 Make reference material available
 Create a blend appropriate to the context
How learning takes place- learning types

1. Acquisition- Learning through acquisition is what learners are doing when they are
listening to a lecture or podcast, reading from books or websites, and watching demos or
videos (the teacher controls the narrative of learning).
2. Collaboration- Learning through collaboration embraces mainly discussion, practice, and
production. Building on investigations and acquisition is about taking part in the process
of knowledge building itself. Collaboration is tougher than discussion because of the
need to produce something together – “the externalized fruit of the negotiated
discussion”. It is about taking part in the process of knowledge building itself through
participation not acquisition. Participation and negotiation with peers.The fact that the
students have to agree drives iteration.
3. Discussion- Learning through discussion requires the learner to articulate their ideas
and questions, and to challenge and respond to the ideas and questions from the teacher,
and/or from their peers. The pedagogic focus is the value of reciprocal critique of ideas
and how this leads to the developtment if a more conceptual understanding.
4. Investigation- Learning through investigation/Inquiry guides the learner to explore,
compare and critique the texts, documents and resources that reflect the concepts and
ideas being taught (learner in control of his own learning, and skills development. They
navigate through the resources themselves. No intrinsic feedback from the resources,
student cannot tell if their learning is improving. The essence of inquiry learning is that
the learner develops their knowledge and understanding through activities that are as
close as possible to the authentic practice of the discipline.
5. Practice- Learning through practice enables the learner to adapt their actions to the task
goal, and use the feedback to improve their next action. Mostly done on an individual
basis it is an essential part of the learning process.Feedback may come from self-
reflection, from peers, from the teacher, or from the activity itself, if it shows them how
to improve the result of their action in relation to the goal.
6. Production- Learning through production is the way the teacher motivates the learner
to consolidate what they have learned by articulating their current conceptual
understanding and how they used it in practice
7. Assessment opportunities
References
Crawford R., Jenkins L.E.(2018). Making pedagogy tangible: developing skills and knowledge
using a team teaching and blended learning approach. Aust. J. Teach. Educ. 
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%20launches%20the,as%20we%20know%20it%20today.
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https://ltl.lincoln.ac.nz/teaching/a-blended-approach-to-learning-blended-learning/
https://www.panopto.com/blog/4-models-of-blended-learning/
https://www.panopto.com/blog/what-is-blended-learning/#:~:text=Blended%20learning%20(also
%20known%20as,to%20customize%20their%20learning%20experiences.
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