Combining Different Learning Modalities in a Blended Learning

Environment
Michael Serfin
Vince Moore
The University of North Texas
United States
MichaelSerfin@my.unt.edu
VinceMoore@my.unt.edu
Many online courses have been established since the advent of the internet, allowing students
access to new kinds of educational resources and pathways. However, should this method of
instruction be strictly reserved for home users alone, or can we combine this new technology with
that of traditional classroom pedagogy? Blended Learning does just that, and provides students
with educational opportunities that surpass either form of teaching alone. We can minimize the
drawbacks inherent in each form by reinforcing them with the positive aspects of one another.
Rather than completely removing ourselves from physical human interaction during the learning
process, we can use an online format in concert with it instead. Using this theory, students would
receive the physical experience and social interaction they need, while allowing for increased
collaboration and a variety of viewpoints outside of the classroom as well.

Computers play an ever increasing part of our society as they have entered many facets of our social
structure. Phones were once used explicitly as a form of verbal communication; however, they have now become
mini processing powerhouses which many carry around every day. Paper was used in classrooms in the form of
books and notepads for learning and note taking, yet these tools have slowly seen computers enter the fray as
replacements for these tasks. Also, throughout history the act of teaching was done in a face to face manner, and
even this has started to see technology replace the classroom as the forum for the exchange of ideas, learning, and
examination. Online classes present an opportunity for new avenues of education, however the technology does
have certain disadvantages. Rather than using it in a strictly alternative manner to traditional instruction, a melding
of the two forms could provide a further enhancement to the teaching and learning processes. By leveraging both
formats, the scholastic community could compensate for each forms drawbacks, leading to a more enriching and
positive experience.
Online teaching has come a long way in the past few years, and since 2002 the options have grown
exponentially to where schools are offering not only fully interactive classes, but full-fledged online programs as
well (McElroy, 2012). More and more Universities are beginning to create curricula that harness the power of the
internet to teach people valuable information from their own homes. In the past, you needed to plan your day
around school, dedicate yourself to being in a certain place at a certain time. Now, to the contrary, you can plan
your schooling around your own schedule. Whatever time you wish to do the work, as long as it is completed on
time, is what is offered by these online and asynchronous platforms. It has been a needed avenue for many that
could not otherwise have furthered their education, whether it was due to geographical concerns, workplace issues,
or otherwise.
Another benefit to online education is the vast array of social networking that is available today.
Conversations can be had over different media at various times and over multiple technological channels.
Collaboration between more people is possible because of this, as opposed to the traditional model when classroom
time and common physical venues were necessities. Wikis represent a cooperative blackboard where information
can be collectively added, refined, and removed by all group members, programs such as Skype can foster meetings
about projects and brainstorming activities, while platforms such as Twitter can provide real time notifications to
team members about anything education related. The increased benefit is apparent in a study which found Twitter
use lead to increased GPA of .5 in students who used it for scholastic purposes (Junco, Heibergert, & Loken, 2010).
This type of instruction does come with some disadvantages, the largest of which is some things simply
cannot be taught through a computer screen. Physical instruction is necessary with certain topics as the technology
does not current exist otherwise. The medical community, for instance, has no way to teach a surgeon what is
physically required of them without human contact. Learning the body, how it functions, and what it is like is all
possible online, however the actual contact and practice required is not. Experience is something that needs to be

had, not read about. The mentoring of a surgical resident is absolutely essential to the practice of medicine and as
yet cannot be replicated by technology.
Another drawback to online learning is students do not receive the face to face contact and social
interaction they obtain from being in a classroom. A study by Frank, Reich, and Humphreys (2003) found that in
situations where there is no face-to-face contact with the teacher, like in a digital distance learning environment, kids
the ages of 11 and 12 found it very challenging. The authors believed that pupils felt more removed from their peers
in this environment, unable to learn social cues such as body language and other non-verbal communication signals.
They felt this disconnect would lead to underdeveloped social abilities as adults, possibly leading to issues in their
later years. Their main point was a full education is not simply about gaining knowledge, but learning how to
communicate and demonstrate that knowledge to others as well.
A blending of traditional classroom mediated techniques along with technological advances like online
education is a way to accentuate the constructive aspects of each while limiting their drawbacks. When comparing
traditional learning to a blended environment Schaber, Wilcox, Whiteside, Marsh and Brooks (2010) found that the
blended learning group perceived a higher understanding in four affective topic areas. Also, when asked why they
had a higher understanding, students in the study responded by citing tools such as reading, online discussions, and
unstructured out-of-classroom Discussions. This demonstrates that traditional learning techniques can be reinforced
by online and computer mediated learning outside of the classroom with positive results. Certain group projects can
be given to segments of the class, where wikis and Skype can be utilized from the homes of students to facilitate
easier collaboration away from class. Classroom time can be lessened, enabling people with other commitments a
more flexible structure in which they still receive the face to face social interaction traditional teaching provides.
This blending modality can have tremendous benefits for the teacher as well. The added efficiency
technology provides saves time and enables more feedback to the students. McElroy (2012) explains: The platform
itself is an incredible tool with many different features that can change instruction and the classroom routine. It
allows me to release specific content and assessments to students based on any number of conditions that I set:
learning profile, reading comprehension level, writing ability, prior knowledge, assessment score, personal choice,
task completion the list goes on. It allows me to host and moderate asynchronous discussions and lets students to
submit written assignments in a drop box to which I can provide feedback quickly and easily. I can offer
assessments directly linked to my grade book, let students see their grade and progress in real time, give students
access to content and assignments 24 hours a day, and much more. The instructor can be more organized, create
content quickly and dynamically, and provide feedback to students at an accelerated rate. Using technology in this
respect could end up enriching the educational experience even more by freeing up time in other areas, allowing the
educator to enhance and expand other programs they otherwise may not have had time for.
Blended learning is a mix that leverages the positive aspects of two teaching models. By incorporating
technology into the traditional education experience, teachers are empowering themselves and their students with
tools to make learning more dynamic, flexible, and efficient. In the years ahead, we can expect to see a steady rise
in this type of teaching as more and more people become aware of the benefits it provides.

References
Frank, M., Reich, N., & Humphreys, K. (2003). Respecting the human needs of students in development of elearning. Computers & Education, 40, pp. 57-70.
Junco, R. Heibergert, T. Loken, E. (2010). The effect of Twitter on college student
engagement and grades. Journal of Computer Assisted Learning, 27(2), pp.119-132
McElroy, S. (2012, June 18). Reflecting On a Year Of Blended Learning. Retrieved from Gotham Schools:
http://gothamschools.org/2012/06/18/reflecting-on-a-year-of-blended-learning/
Schaber, P., Wilcox, K. J., Whiteside, A., Marsh, L., & Brooks, D. C. (2010, July). Designing Learning
Environments to Foster Affective Learning. International Journal for the Scholarship of Teaching and Learning,
4(2).