BLENDED LEARNING
Origin and Divergence: 1999‐2004
The precise origin of the term “blended learning” is uncertain. However,
one of the first occurrences that have been identified is its use in a 1999 news
release from EPIC Learning, an Atlanta‐based computer skill certification and
software training business:
The company currently operates 220 on‐line courses, but will begin
offering its Internet courseware using the company's Blended Learning
methodology. Select courses will continue to offer the traditional course content
online, but will also offer live instruction and other collaborative components, all
from the student's desktop. (PR Newswire, March 5, 1999)
Blended Learning
To combine or mix modes of web‐based technology (e.g., live virtual
classroom, self‐paced instruction, collaborative learning, streaming video,
audio, and text) to accomplish an educational goal.
To combine various pedagogical approaches (e.g., constructivism,
behaviorism, cognitivism) to produce an optimal learning outcome with or
without instructional technology.
To combine any form of instructional technology (e.g., videotape, CD‐
ROM, web‐based training, film) with face‐to‐face instructor‐led training.
To mix or combine instructional technology with actual job tasks in order to
create a harmonious effect of learning and working.
The point is blended learning means different things to different people. This
may appear to be an academic point but in reality these definitions illustrate the
untapped potential of blended learning. (Driscoll, 2003)
First, in contradistinction to the Driscoll definition, blended learning is a
noun or a noun‐phrase (a gerund), not a verb. This underscores that it is
not so much about students’ activity (as in: “I’m blended learning today”),
as it is a method of instruction, of greater concern to instructional and
institutional personnel.
Although blended learning can involve a combination of any number of
technologies and techniques, most examples include only two, for
example: classroom with online, online with coaching, instructional
technology with actual job tasks, etc.
Finally, the combination of classroom with online activities or modalities is
conspicuous in the two definitions cited above (and in other examples
from this time; e.g., Singh & Reed, 2001; Orey, 2003).
Blended Learning, A Formal Education Program
According to Friesen (2012), Blended learning is a formal education
program in which a student learns at least in part through delivery of content and
instruction via digital and online media with some element of student control over
time, place, path, or pace. Since the popular advent of the Internet and the World
Wide Web in the late 1990s, Blended learning has been in use. It is to
understand that blended learning is a combination of face-to-face and technology
mediated instructional forms and practices. The major advantage that blended
learning offers is scale, where one instructor can only teach many people.
Opposed Forms, Contexts and Practices in Blended Learning
Physical Co‐Presence Technical Mediation
Face‐to‐Face (F2F) (Graham, Online (Graham, 2006; Stacey
2006; Stacey & Gerbic, 2009) & Gerbic)
Oral communication (Garrison Written communication
& Vaughan) (Garrison & Vaughan, 2007)
In‐class instruction (Chase, Distributed learning (Graham,
2012) 2006)
“place of the classroom” “space of the screen” (Friesen,
(Friesen, 2011) 2011)
Bricks, mortar (Schulte, 2011) Clicks, virtual (Schulte, 2011)
“a supervised brick‐and‐mortar “online delivery of content and
location away from home” instruction” (Staker & Horn,
(Staker & Horn, 2012) 2012)
Forms/Models of Blended Learning
The rotation model, in which online engagement is combined or rather,
embedded, within a range of face‐to‐face forms of instruction in a cyclical
manner
The flex model, in which multiple students are engaged primarily online,
but under the supervision of a teacher who is physically present
The self‐blending model, in which students choose different courses to
take independently, but do so in a setting where a supervising teacher and
other students are co‐present
The enriched‐virtual model, in which online, virtual experiences are seen
as being enriched only periodically through arrangements of physical co‐
presence (Norm Friesen, 2012)
Advantages and Disadvantages
Advantages/Merits
Blended instruction and methods are high levels of student achievement
and more effective than purely face-to-face or purely online classes
Students can work on their own with new concepts free from teachers,
using a combination of digital instruction and one-on-one face time
Teachers can now streamline their instruction to help all students reach
their full potential, as they were in a traditional classroom
It provides a simultaneous independent and collaborative learning
experience for college/university students
Information and communication technologies have been used to develop
students’ learning attitudes
It creates and improves communication between lecturers and students to
better evaluate their understanding of course material with the use of
computer-based qualitative and quantitative assessment modules
It reduces educational expenses and training costs, by putting classrooms
in the online space and it essentially replaces pricey textbooks with
electronic devices
It provides opportunity for data collection and customization of instruction
and assessment as two major benefits of this approach
It helps schools choose to reallocate resources to boost student
achievement outcomes
It facilitates students, who have special talents or interests outside of the
available curricula, use educational technology to advance their skills or
exceed grade restrictions
It allows for personalized education, replacing the model where a teacher
stands in front of the classroom and everyone is expected to stay at the
same pace
It lets students work at their own pace, making sure they fully understand
new concepts before moving on
It is the virtual learning environment that helps connect professors with
students without physically being present, thus making this a ‘virtual café’
Disadvantages/Demerits
Blended Learning may have disadvantages in technical aspects, if it is not
properly planned and executed, as it depends on the technical resources
or equipment.
IT literacy can serve as a significant barrier for students attempting to get
access to the course materials, making the availability of high-quality
technical support paramount
It can be a challenge for group work because of difficulties with
management in an online setting
The use of lecture recording technologies can result in students falling
behind on the materials
It is observed that providing effective feedback is more time-consuming
and more expensive
Access to network infrastructure is another serious issue
Ineffective use of learning technology tools can waste resources
Learners must have basic technology knowledge or a willingness to learn
High technology set up and maintenance costs
Lack of motivation
Wastage of offered Resources
