4/4/2020 Blended learning | Higher Education Academy

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Blended learning

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What is blended learning?

Blended approaches use multiple methods to deliver learning by combining face-to-
face interactions with online activities.

Where did blended learning come from?

Blended learning (sometimes referred to as hybrid learning) has a complex heritage
that has evolved from the distance and open education movements and the
development of online or e-learning. The earliest references to the term ‘blended
learning’ are from the late 1990s and, since that time, de nitions of its meaning have
varied according to particular combinations of pedagogy and technologies (Friesen
2012). The detail of the ‘blend’ is context speci c in uenced by institutional culture,
learner need and is often bounded by the digital capabilities of teachers. Blended
approaches which include ‘ ipped learning’ and ‘self-blended learning’ are gaining in
popularity as educators grapple with the rising tide of digital technologies, the
increasing sophistication of online courses (e.g. MOOCs) and increased student
expectation of exible and di erentiated learning provision. Blending synchronous
face-to- face learning with synchronous and/or asynchronous online components
provides a powerful response to this challenge; and used innovatively, can build a
valuable bridge from formalised education to informal learning spaces.

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How does blended learning work?

Blended learning combines face-to-face and online activities in a seamless and
complementary ow of learning. For example, in the ipped classroom, online
activity is introduced before a face-to-face class, in the form of reading materials and
other artefacts. These resources provide a springboard for students to conduct
further online research through personal learning networks (PLN) and digital curation
activities. Subsequent classroom time is spent in small groups with the aim of
deepening this learning through problem-based activities. This weaving together of
di erent modes of delivery with a purposeful pedagogical underpinning is one
example of a blended approach that combines synchronous and asynchronous
elements. Other blends might be purely synchronous and take the form of a face-to-
face class in which some learners join remotely via web conferencing tools. In short,
there is a huge range of di erent blended approaches; the balance between online
and face-to-face components, and the integration of other methods, depends on the
needs of learners and the context within which the learning is implemented. The
more innovative of these approaches increase student engagement by enabling
learning, thinking and conversation across multiple spaces and over time. 

Sector Snapshot

Where is blended learning currently being used and how?

The potential of blended learning as a exible, accessible and digitally enabled model
has created a surge of interest among higher education institutions (HEIs) and
caused a urry of experimental practice.

Case studies are emerging which document the bene ts of blended synchronous
learning. These include the use of web conferencing tools to include remotely located
students in face-to-face learning environments or to bring students together for
problem-solving activities who are co-located across campuses. The recent
‘BlendSync’ project – a collaboration between the Australian government and a
consortium of universities – has documented the innovative use of virtual worlds as a
learning space to develop language skills and in which to develop a ‘blended reality’
classroom for teacher education (Bower et al. 2014).

At Rollins College in the US, (a liberal arts institution keen to develop its blended
learning capacity) analysis of faculty competencies identi ed a gap in design

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capabilities for online and blended courses. As a result the college developed a six-
week blended learning course for faculty to support sta in the redesign of courses
for a blended environment. Rollins now intends to include blended elements in all of
its academic programmes (Academic Commons 2014).

The University of Florida has used ‘learning analytics’ to inform its approach to
blended learning. Data from 1.2 million end-of-course evaluations was mined and
results suggest that, when compared to face-to-face and online learning, there is an
advantage to the blended approach. According to lead analyst Chuck Dziuban,
blended environments present new opportunity for innovative design and the
creation of a high quality learning experience. Dziuban highlights 14 quality
indicators for blended learning including clarity, authenticity, unity, suspense,
economy, depth, proportion, vividness, brilliance, sensitivity, emphasis, authority,
ow, and precision. He comments: “I am astounded by the fact that face-to-face
courses have become the gold standard for excellence … it’s like there were no
acoustic guitars until there were electric guitars.” In short, pedagogical design should
be informed by technology in a symbiosis that moves beyond the face-to-face model
(Emory 2014).

What are the potential bene ts of blended learning?

The ‘unbundling’ of education into informal and digital spaces has numerous
educational and economic bene ts.

Blended asynchronous learning introduces more exibility than students have

traditionally been accustomed to. In doing so it empowers self-direction where
students have more control over the pace and the spaces in which they learn. This
exibility is likely to increase with the advance of mobile technologies and an
increased understanding of ‘m-learning’ techniques. The creative use of this
technology provides new opportunities for students to interact with their peers,
teachers and academic subjects.

Blended learning as part of a cohesive digital strategy, involving the development of

‘digital literacies’, confers real bene t to HEIs including a highly skilled faculty, the
development of crucial 21st-century skills for students, and improved employment
prospects for graduates.

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Furthermore, the increased capacity enabled by extending the learning environment

beyond conventional spaces enables universities to increase enrolment numbers and
provide a more inclusive experience for those who are unable to participate in face-
to-face classes (e.g. individuals with disabilities and part-time learners).

Getting Started

How do I get started with blended learning?

The new HEA knowledge hub is a good place to start and o ers various resources
linked to blended learning and related content.

This Blended Learning Toolkit from the University of Central Florida is an excellent
place to start exploring blended learning. It includes support on course design
principles, pedagogical practice, evaluation frameworks and ‘train the trainer’
materials for faculty.

What should I expect if I try this approach?

This report details Professor Edginton’s experience of designing blended learning
courses in Pharmacokenetics at the University of Waterloo in Canada. It provides an
insight into the challenges inherent in the process and situates the experience within
the wider context of blended learning across Canada. See:
http://www.universitya airs.ca/features/feature-article/blended-learni….

Pursuing a blended model requires strong leadership and signi cant time
commitment. Professor Edginton invested three months on iterative improvements
to online delivery based on student feedback. It is also clear that there is no ‘one size
ts all’ approach, and each institution has to nd their own way towards a contextual
blend that works for their student body. As Provost and Vice-President at McMaster,
David Wilkinson, has commented “Everybody is on a path – not always the same one,
but moving in this direction” (University A airs 2014).

Next Steps

Where can I learn more about blended learning?

Listen to, and join, the ipped learning conversation by following these hashtags on

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Twitter:

#blendedlearning
#blendedlearninginfographics
#edchat
#blendchat

What other topics might I nd interesting?

Digital curation
Digital literacy
Flipped learning

How else can the HEA support my professional development?

The UKPSF provides the framework for recording aspects of professional practice
where Maker Culture could be included. Find out more about UKPSF.

Come to a HEA event to share your experiences with your peers – See
https://www.heacademy.ac.uk/events-conferences

In your social media share your experiences of Maker Culture – you can tweet about
it and include the #HEA to share it with those following the tag, or perhaps you can
submit a guest blog posting through us. See https://www.heacademy.ac.uk/blog 

Talk and Share

#blendedlearning #blendedlearninginfographics #edchat #blendchat

Reference
References

Bower, M., Delgano, B., Kennedy, G., Lee, M, J. W. and Kenney, J. ([][RD1] ) Blended Synchronous
Learning. A Handbook for Educators [Internet]. Available from: http://blendsync.org [5 July
2015].
Friesen, N. (2012) De ning Blended Learning. Learning Spaces [Internet]. Available
from: http://learningspaces.org/papers/De ning_Blended_Learning_NF.pdf [5 July 2015].

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Johnson, L., Adams Becker, S., Estrada, V. and Freeman, A. (2015) NMC Horizon Report: 2015
Higher Education Edition. The New Media Consortium.
King, L. (2014) Statistician Explores how Faculty can Excel in Blended Learning Environments
[Internet]. Emory News. Available
from: http://news.emory.edu/stories/2014/10/er_blended_learning_talk/campus.html [5 July
2015].
Schulz, C. (2014) A Catalyst for Change: Developing a Blended Learning Model for the Liberal
Arts Institution [Internet]. The Academic Commons. Available
from: http://www.academiccommons.org/2014/08/27/a-catalyst-for-change-developing-a-
blended-training-model-for-the-liberal-arts-institution/ [1 July 2015].
Smith, V. (2014) What is Blended Learning? [Internet] University A airs. Available
from: http://www.universitya airs.ca/features/feature-article/blended-learning/ [1 July 2015]
Vaughan, N. D., Cleveland-Innes, M. and Garrison, D. R. (2013) Teaching in Blended Learning
Environments. AU Press.

PUBLISH DATE
Thursday, 18th May, 2017

CONTENT TAGS

Theme
Teaching approaches Technology enhanced learning
Sub Theme
Blended learning Digital literacy Flipped learning Web 2.0
Content Type
Starter Tools

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