intro to blended or hybrid learning

what is blended learning?

Blended courses (also known as hybrid or mixed-mode courses) are classes where a portion of the traditional face-to-face
instruction is replaced by web-based online learning.
At URI, blended courses are designated in eCampus with a (B), and are officially defined as:
25-74% delivered online: there is a reduction in seat time; requires some face-to-face meetings (CAC Policies and
Procedures)
There are many, many benefits (and challenges) to blended delivery of your course content. According to the UCF Blended
Learning Toolkit:
For universities, blended courses can be part of a strategy to compensate for limited classroom space, as well as a way
to think differently about encouraging faculty collaboration.
For faculty, blended courses can be a method to infuse new engagement opportunities into established courses or, for
some, provide a transitional opportunity between fully face-to-face and fully online instruction.
For students, blended courses offer the conveniences of online learning combined with the social and instructional
interactions that may not lend themselves to online delivery (e.g., lab sections or proctored assessments).

blended modes of delivery

Finding the most effective mix for your blended course means sorting out what modes of delivery work best to accomplish
your learning objectives. Theres no magic formula that will suddenly reveal this mix to youpart of your work is testing
and revising your course assignments.

For those of you who are preparing blended courses, the choices of which tools to use, and when, are somewhat different
than those of your fully online colleagues. By using a learning management system, you can enhance your face-to-face (f2f)
classes without losing the energy and contact that class meetings provide. The primary uses of online tools as an
enhancement to face-to-face classes include:

Deepening and Broadening Classroom Discussion

Instructors can use the discussion boards and chat to follow-up on in-class discussions, provide feedback on written
assignments, or pose questions to prepare students for future classes.
Linking Students to the World-Wide Web and the World Outside
Using computers at home to do schoolwork is a visible reminder to students that learning can be part of their larger
worlds and lives. Instructors can use their sites to encourage students to connect their online and personal experiences
with the course material.
Expanding Team Work
Using the group tool, instructors can assign group activities or long-term projects. The group tool in a learning
management systems allows for intra-team discussion, chat, and sharing of documents. Classes can also build
collaborative wikis or blogs.
Using Computer Labs
For those classes that are scheduled in computer labs, instructors can use course sites for one-minute responses, peer
editing, internet work, or the posting of papers and other documents.
A Repository of Texts
Instructors can use their sites to store documents and other class materials that are cumbersome to duplicate or file.
These might include PowerPoint lectures, class notes, slides of artwork, mathematical formulas, exemplary papers, and
research guidelines.

https://web.uri.edu/online/what-is-blended-teaching/

Blended learning
From Wikipedia, the free encyclopedia

Blended learning is an education program (formal or non-formal) that combines online digital
media with traditional classroom methods. It requires the physical presence of both teacher and
 student, with some element of student control over time, place, path, or pace. While students
[1][2][3][4]

still attend "brick-and-mortar" schools with a teacher present, face-to-face classroom practices
are combined with computer-mediated activities regarding content and delivery. Blended [5][6]

learning is also used in professional development and training settings. [7]

A lack of consensus on a definition of blended learning has led to difficulties in research on its
effectiveness in the classroom. Blended learning is also highly context-dependent and therefore
[8]

a universal conception of it is hard to come by. [9]

A video explanation of blended learning.

"Blended learning" is sometimes used in the same breath as "personalized

learning" and differentiated instruction.
[10] [11]

Contents
[hide]

1Terminology
2History
3Models
4Advantages
5Disadvantages
6Digital natives
721st century literacies
8See also
9References

Terminology[edit]
The terms "blended learning", "hybrid learning", "technology-mediated instruction", "web-
enhanced instruction", and "mixed-mode instruction" are often used interchangeably in research
literature. Although the concepts behind blended learning first developed in the 1960s, the
[12]

formal terminology to describe it did not take its current form until the late 1990s. One of the
earliest uses of the term appears in a 1999 press release, in which the Interactive Learning
Centers, an Atlanta-based education business, announced a change of name to EPIC Learning.
The release mentions that "The Company currently operates 220 on-line courses, but will begin
offering its Internet courseware using the company's Blended Learning methodology." The term [13]

"blended learning" was initially vague, encompassing a wide variety of technologies and
pedagogical methods in varying combinations (some making no use of technology whatsoever).
In 2006, the term became more concrete with the publication of the first Handbook of Blended
Learning by Bonk and Graham. Graham challenged the breadth and ambiguity of the term's
definition, and defined "blended learning systems" as learning systems that "combine face-to-
face instruction with computer mediated instruction". In a report titled "Defining Blended
[14]

Learning", researcher Norm Friesen suggests that, in its current form, blended learning
"designates the range of possibilities presented by combining Internet and digital media with
established classroom forms that require the physical copresence of teacher and students". [2]

History[edit]
Technology-based training emerged as an alternative to instructor-led training in the 1960s on
mainframes and mini-computers. The major advantage that blended learning offers is scale,
whereas one instructor can only teach so many people. One example is PLATO (Programmed
[15]

Logic for Automatic Teaching Operations), a system developed by the University of Illinois and
Control Data. PLATO in particular had a long history of innovations and offered coursework from
elementary to the college level. Mainframe-based training had a number of interface limitations
[16]

that gave way to satellite-based live video in the 1970s. The advantage here was serving people
who were not as computer literate. The major challenge was the expense required to make this
work. In the early 1990s, CD-ROMs emerged as a dominant form of providing technology-based
learning as bandwidth through 56k modems weren't able to support very high quality sound and
video. The limitation to CD-ROMs was tracking completion of coursework, so learning
management systems emerged as a way to facilitate progress tracking. The aviation industry
used this heavily to track how well one did on courses, how much time was spent, and where
someone left off. AICC, Aviation Industry Computer-Based Training Committee, was formed in
1988 and companies such as Boeing used CD-ROMs to provide training for personnel. Modern
blended learning is delivered online, although CD-ROMs could feasibly still be used if a learning
management system meets an institution's standards. Some examples of channels through
which online blending learning can be delivered include webcasting (synchronous and
asynchronous) and online video (live and recorded). Solutions such as Khan Academy have
been used in classrooms to serve as platforms for blended learning. [17]

Models[edit]
There is little consensus on the definition of blended learning. Some academic studies have
suggested it is a redundant term. However, there are distinct blended learning models
[8]

suggested by some researchers and educational think-tanks. These models include: [18]

Face-to-face driver where the teacher drives the instruction and augments with digital
tools. [19]

Rotation students cycle through a schedule of independent online study and face-to-face
classroom time. [20][21]

Flex Most of the curriculum is delivered via a digital platform and teachers are available for
face-to-face consultation and support. [22]

Labs All of the curriculum is delivered via a digital platform but in a consistent physical
location. Students usually take traditional classes in this model as well. [23]

Self-blend Students choose to augment their traditional learning with online course work. [24]

Online driver Students complete an entire course through an online platform with possible
teacher check-ins. All curriculum and teaching is delivered via a digital platform and face-
[25]

to-face meetings are scheduled or made available if necessary. [26]

It is important to note that even blended learning models can be blended together and many
implementations use some, many, or even all of these as dimensions of larger blended learning
strategy. These models, for the most part, are not mutually exclusive. [27]

There are many components that can comprise a blended learning model, including "instructor-
delivered content, e-learning, webinars, conference calls, live or online sessions with instructors,
and other media and events, for example, Facebook, e-mail, chat rooms, blogs, podcasting,
Twitter, YouTube, Skype and web boards". [1]

Advantages[edit]
Blended instruction is reportedly more effective than purely face-to-face or purely online
classes. Blended learning methods can also result in high levels of student achievement more
[28]

effective than face-to-face learning. By using a combination of digital instruction and one-on-
[29]

one face time, students can work on their own with new concepts which frees teachers up to
circulate and support individual students who may need individualized attention. "Rather than
playing to the lowest common denominator as they would in a traditional classroom teachers
can now streamline their instruction to help all students reach their full potential." Proponents of
[30]

blended learning argue that incorporating the "asynchronous Internet communication technology"
into higher education courses serves to "facilitate a simultaneous independent and collaborative
learning experience". This incorporation is a major contributor to student satisfaction and
[31]

success in such courses. The use of information and communication technologieshave been
found to improve student attitudes towards learning. By incorporating information
[32]

technology into class projects, communication between lecturers and part-time students has
improved, and students were able to better evaluate their understanding of course material via
the use of "computer-based qualitative and quantitative assessment modules". [33]

Blended learning also have the potential to reduce educational expenses, although some dispute
that blended learning is inherently less expensive than traditional classroom learning. Blended [34]

learning can lower costs by putting classrooms in the online space and it essentially replaces
pricey textbooks with electronic devices that students often bring themselves to class. E-
textbooks, which can be accessed digitally, may also help to drive down textbook
budgets. Proponents of blended learning cite the opportunity for data collection and
[30]

customization of instruction and assessment as two major benefits of this approach. Blended [35]

learning often includes software that automatically collects student data and measures academic
progress, providing teachers, students and parents detailed students data. Often, tests are
automatically scored, providing instantaneous feedback. Student logins and work times are also
measured to ensure accountability. Schools with blended learning programs may also choose
[30]

to reallocate resources to boost student achievement outcomes. Students with special talents
[36]

or interests outside of the available curricula use educational technology to advance their skills or
exceed grade restrictions. Blended learning allows for personalized education, replacing the
[37]

model where a teacher stands in front of the classroom and everyone is expected to stay at the
same pace. "Blended learning allows students to work at their own pace, making sure they fully
understand new concepts before moving on." A classroom environment that incorporates
[30]

blended learning naturally requires learners to demonstrate more autonomy, self-regulation, and
independence in order to succeed. If teachers offer a form of initial program orientation before
[6]

introducing blended learning strategies, it can better prepare students to feel confident navigating
the different components and developing a stronger sense of independence. [1]

Some online institutions connect students with instructors via web conference technology to form
a digital classroom. These institutions borrow many of the technologies that have popularized
online courses at the university level. Some advantages of blended learning, particularly at a
Kindergarten to grade 12 level of education, can be found under the general concept
of educational technology. It is also one of the most effective ways for personalized learning at
scale. Blended learning supports the use of standards as a way to manage quality and ease of
use. This includes multiple kinds of standards: interoperability standards like the SIF
specification from A4L or the Learning Tools Interoperability specification from IMS Global
Consortium or academic standards like state standards and Common Core State Standards,
which encourage integration of technology into a variety of subjects. [30]

A learning management system, or federation of systems, helps develop a better feel for an
online community where discussions can be held to better aid students. This virtual learning
[38]

environment helps connect professors with students without physically being present, thus
making this a 'virtual cafe'. Many schools use this online tool for online classes, classwork,
question & answer forums, and other school related work. Blended learning yielded positive
[39]

results from the online community. Such results were compared and showed similar results from
that of Alcoholics Anonymous and Weight Watchers. [38]

The advantages of blended learning are dependent on the quality of the programs being
implemented. Some indicators of excellent blended learning programs are "facilitating student
learning, communicating ideas effectively, demonstrating an interest in learning, organizing
effectively, showing respect for students, and assessing progress fairly". [40]

Disadvantages[edit]
Unless successfully planned and executed, blended learning could have disadvantages in
technical aspects since it has a strong dependence on the technical resources or tools with
which the blended learning experience is delivered. These tools need to be reliable, easy to use,
and up to date, for them to have a meaningful impact on the learning experience. IT literacy can [31]

serve as a significant barrier for students attempting to get access to the course materials,
making the availability of high-quality technical support paramount. Other aspects of blended
[32]
learning that can be challenging is group work because of difficulties with management in an
online setting. Reportedly the use of lecture recording technologies can result in students falling
[41]

behind on the materials. In a study performed across four different universities, it was found that
only half of the students watched the lecture videos on a regular basis, and nearly 40% of
students watched several weeks' worth of videos in one sitting. . This has further implications for
[42]

the educator and in how much online resources need to be revealed to the student but also
ensure it is at the right level for the intended student.
From an educator's perspective, most recently, it has been noted that providing effective
feedback is more time-consuming (and therefore more expensive) when electronic media are
used, in comparison to traditional (e.g. paper-based) assessments. Using e-learning platforms
[43]

can be more time consuming than traditional methods and can also come with new costs as e-
learning platforms and service providers may charge user fees to educators.
Another critical issue is access to network infrastructure. Although the digital divide is narrowing
as the Internet becomes more pervasive, many students do not have pervasive and ubiquitous
access to the Internet even in their classrooms. Any attempt to incorporate blended learning
strategies into an organization's pedagogical strategy needs to account for this. This is why
[44]

learning centers are built with good wi-fi connections to make sure this issue is addressed.

Digital natives[edit]
Students who were born in the last twenty years in first world countries are also known as digital
natives. Because of the integration of technology into their lives, digital natives are thought to be
adept users of technology. With the use of ubiquitous mobile technologies like tablets and
[45]

cellphones that allows digital natives to access information quickly, blended learning has been an
integral part of digital natives' learning processes and habits. One major difference between
digital natives and those born prior to this era is the former's reliance on IT, as they create and
share their own work.

21st century literacies[edit]

See also: 21st century skills

The term "21st century literacies" was coined by The National Council of Teachers of English to
describe the social nature of learning that is supported by the ability to collaborate using digital
technologies in learning. These 'new literacies' are described as "skills students will need for the
society in which they will work", including "strong communication and collaboration skills,
expertise in technology, innovative and creative thinking skills, and an ability to solve
problems". This set of skills and understandings will "prepare the workforce or citizenry for a
[46]

changing, interconnected world". [47]

These literacies are dynamic due to the ability to be linked to one another. According to NCTE,
active, successful participants in this 21st century global society must be able to:

develop proficiency and fluency with the tools of technology;

build intentional cross-cultural connections and relationships with others so to pose and
solve problems collaboratively and strengthen independent thought;
design and share information for global communities to meet a variety of purposes;
manage, analyze and synthesize multiple streams of simultaneous information;
create, critique, analyze and evaluate multimedia texts;
attend to the ethical responsibilities required by these complex environments. [48]

https://en.wikipedia.org/wiki/Blended_learning
WHAT IS A BLENDED CO URSE?

A blended approach (also known as hybrid) integrates face-to-face and online learning. A flipped classroom is
considered blended learning and involves students getting a first exposure to course content on their own before class
through activities such as readings or watching short lecture videos. Face-to-face class time is then devoted to interactive
learning activities.

WHY TE ACH A BL ENDED CO UR S E?

Moving basic content online (e.g., introduction to foundational concepts, definitions, theories) as out -of-class activities that
students can do at their own pace provides more opportunities for active learning and collaboration during in-class time.

A blended approach can:

enhance instructor-student and student-to-student interactions

help to foster a sense of community (especially in large lecture courses)
allow students more control over when, where, and how to engage in the learning process
give students opportunities for hands-on work in class and for receiving feedback from instructors and TAs during
class time

Example: Professor Chaitan Khosla and Lisa Hwang created an online textbook for Introduction to Chemical
Engineering consisting of a series of modules (each corresponding to approximately 1 lecture) that allowed students to
learn core content, review recall materials, view practice problems, watch videos (including screencasts of worked
problem solutions and lab demos), as well as complete short checkpoint questions to test their knowledge of key
concepts before coming to class. In-class activities included Just-in-time Teaching, Peer Instruction, Project-based
Learning and Small Group Discussion.

DEVELOPING A BLENDED C OUR SE

When planning your blended course its important to begin with your learning goals and learning objectives. Focus
on learning outcomes and identify the desired results: what do you want your students to know and be able to do at the
end of the course? This will help you to tailor course materials, select appropriate teaching strategies and develop learning
activities and assessments that seamlessly integrate into the learning experience.

Taking a Backward Design (Wiggins & McTighe, 2005) approach ensures that each aspect of the course is aligned with
learning goals, engages students and provides the best fit for online and face-to-face time for students to achieve those
goals.

Here are key questions to keep in mind when designing your course:

1. Who is your audience?

2. What are the learning goals?
3. What are your learning objectives and outcomes?
4. What types of content comprise your course?
5. What are your learning objects and activities?
6. What types of face-to-face interactions do you want to have with learners?
7. What types of online interactions?
8. What types of interactions do you want learners to have with each other?
9. How will your assessments demonstrate that learners have achieved the learning objectives?
10. What campus resources and technology support are available to students?

Big Ideas (Wiggins & McTighe, 2005)

This is the big picture what enduring understandings are desired? How will students to be different by the end of the
course?
Characteristics of Big Ideas:

Have enduring value beyond the classroom

Point to ideas at the heart of expert understanding
Make meaning obvious to the learner
Help prioritize learning

Instructional Strategies for Integrating Classroom and Online Learning Experiences

An analysis of blended learning best practices and recommended instructional approaches (McGee & Reis, 2012) found
that while many instructional strategies are suggested for classroom and online environments, there is a consistent belief
that both varied interactivity and prompt feedback are key to student engagement in blended courses.

Forms of Interactivity

Instructor to student
Student to student
Student to others, materials or resources

An example of varied interactivity might include having students complete online tutorials outside of class, share their
experiences in an online discussion and then present their ideas about what they have learned in class. Face to-face
discussions are effective for clarification, application of knowledge and peer feedback. Some of the most valuable uses of
in-class time include, giving advice, focusing content, brainstorming, pacing of studies and enhancing community.

Some active learning activities for in-class time include:

Case Studies
Debate
Group Work
Hands-on Labs
Peer Instruction
Project-based Learning
Role-play
Small Group Discussion
Team-based Problem-solving

See Tools for Blended Courses for additional activities.

How to Communicate with Students

Blended class instructors have a variety of ways to communicate with students and facilitate student -to-student interaction.
Its important to consider whats best communicated face-to-face and what is better suited to an online environment. Some
of the most valuable uses of in-class time include, giving advice, focusing content, brainstorming, pacing of studies and
enhancing community.

In-Person Interactions
Learning Management System (e.g., CourseWork) or Platform (e.g., OpenEdX)
Announcements
Email
Forum
Wiki

Tips for Helping Students Succeed in Your Blended Course

Communicating clearly to students about what is expected of them and how they can be successful is essential (McGee &
Reis, 2012):
 Communicate about the blended course design, expectations, and process

give clear instructions

develop manageable assignments
create relevant activities
highlight the importance of independent learning in work, time management, communication and study skills

Provide a face-to-face orientation that reviews the online components to help eliminate potential barriers for students
Give prompt and specific feedback
Clarify and reinforce the role of online discussions
Monitor online discussion while referencing them within the face-to-face meetings to confirm their value
Build community by fostering a sense of belonging, support and collaboration among students
Reinforce connections between out-of-class and in-class activities
Ask students for feedback using periodic Classroom Assessment Techniques and a mid-term Small Group Evaluation
Make modifications during and after the course based on student input

TOOL S FOR BLE NDED CO UR SES

Here are a variety of tools and resources to help you get started with blended course design:

Blended & Online Course Design, Development & Delivery: The Fundamentals
Tips for Lecture Video Creation Using Screen-Capture Slides with Annotations
Recommended Practices for In-Class Time

The University of Central Florida offers a Blended Learning Toolkit that is useful when designing, building and delivering
your blended course.

Simmons College provides many resources such as a Blended Course Redesign Schedule, Pre, During, Post-Checklists,
Design Templates and Assessment Instruments.

https://teachingcommons.stanford.edu/gallery/blended