16 Defining Blended Learning & Questions to Consider Prior to Monday’s Synchronous Session
“As technology changes the way we communicate, connect, create, consume and innovate, it is democratizing access to opportunity. Education is no exception.” Laura Arrillaga-Andereessen
There seem to be as many definitions of blended learning as there are articles on blended learning. Some focus on the details and prescribe specifics like the percentage split between online and face-to-face delivery. Others emphasize key components and principles. As we begin our work together, developing a common understanding of blended learning will help guide our conversations and hone our focus as we develop and deliver our lesson plans.
The University of Waterloo describes blended learning as “the purposeful integration and alignment of online and in-person components. Online and in-person activities and course materials are selected to complement each other, to engage students and to achieve specified learning outcomes.”
According to Hoffman, “blended learning involves using the best delivery methodology(ies) available for a specific objective, including online, classroom-based instruction, electronic performance support, paper-based, and formalized or informal on-the-job solutions.”
Lai, Lam, and Lim, acknowledging the diversity of definitions, settle on Garrison and Kanuka’s definition of blended learning as the “thoughtful integration of classroom FTF learning experiences with online learning experiences.”
Key components from these definitions include:
- Using a combination of online and face-to-face delivery.
- Integrating the online and face-to-face components so that they complement each other.
- Choosing delivery methods thoughtfully based on established learning outcomes.
Please study the following video in which instructors share their definitions of blended learning:
INSERT VIDEO HERE
Prior to Monday’s synchronous online session, please take some time to review one or two of the resources, below, and consider how the ideas shared by the authors align with your own understanding of blended learning. Then, in preparation for our first synchronous session, consider:
- How do you define blended learning?
- What, in your opinion, are the essential elements?
- What, if any, contradictions do you see in the definitions you’ve reviewed?
References and Optional Resources
Hoffman, J. (2014). Solutions to the top 10 challenges of blended learning. InSync Training. https://static1.squarespace.com/static
Lai, M., Lam, K. M., & Lim, C. P. (2016). Design Principles for the Blend in Blended Learning: A Collective Case Study. Teaching in Higher Education, 21(6), 716–729. http://dx.doi.org.libsecure.camosun.bc.ca:2048/10.1080/13562517.2016.1183611
University of Waterloo. (n.d.). Blended learning. https://uwaterloo.ca/centre-for-teaching-excellence/support/blended-learning
Johnson, N. (2020). Evolving definitions in digital learning: A national framework for categorizing commonly used terms. Canadian Digital Learning Research Association. http://www.cdlra-acrfl.ca/wp-content/uploads/2021/07/2021-CDLRA-definitions-report-5.pdf
Maxwell, C. (2016). What blended learning is – and isn’t. Blended Learning Universe. https://www.blendedlearning.org/what-blended-learning-is-and-isnt/
Murray, D. (2021, October, 27). Flexible learning options: Teaching and learning in the wake of Coviid-19. Camosun College.
Siegelman, A. (n.d.). Hybrid, and flipped courses: What’s the difference? Temple University Centre for the Advancement of Teaching. https://teaching.temple.edu/edvice-exchange/2019/11/blended-hybrid-and-flipped-courses-what%E2%80%99s-difference