What is a blended/hybrid model of learning?

According to a paper which synthesised project work undertaken between 2006 and 2011 by the Victorian Department of Education and Early Childhood Development (DEECD), for some teachers, blended learning is describing what they’ve been doing successfully for years: that is, using a range of resources and activities to provide individualised, student-centred learning experiences for their students. The real difference today is the unparalleled access to the internet with its rich sources of information and services and more importantly, the connectivity it offers students and teachers, particularly the ability to create online communities and support networks. In addition, there is a growing use of mobile technologies such as flip cameras, voice recorders, mobile phones and GPS devices extending learning beyond the classroom walls.

For other teachers, blended learning represents a challenge. They are not comfortable with nor do they fully understand the technologies and media that their students use every day, or the potential that these can offer their learners.

Definitions of blended learning range from the very broad where practically any learning experience that integrates some use of ICTs qualifies, to others that focus on specific percentages of online curriculum and face-to-face instruction.

Most people agree that blended learning combines teaching and learning methods from both face-to-face, mobile and online learning and that it includes elements of both synchronous and asynchronous online learning options.

The integration of new mobile technologies and online media is proving highly effective in helping schools meet the expectations of 21st century learners while addressing the challenges of limited resources and the special needs of many students.

Based on projects and teaching practice in Victorian schools, blended learning refers to the planned implementation of a learning model that integrates student-centred, traditional in-class learning with other flexible learning methodologies using mobile and web-based online (especially collaborative) approaches in order to realise strategic advantages for the education system. These advantages might include cost benefits, increased access to educational opportunities, flexibility of workforce deployment, and so on.

In 2003, the Australian National Training Authority (ANTA) described blended learning in Australia as, “the integrated combination of traditional learning with web-based online approaches‟. These simple, practical definitions are supported by eminent researchers who have defined blended learning as, essentially traditional in-class learning supplemented by online activities and resources‟ (Downes, 2008) and “blended learning is currently conceived as the combination of technology and traditional face to face instruction.” (Stacey and Mackey, 2009)

In the US, the International Association for K-12 Online Learning (2008) follows a similar line with its definition: “In general terms, blended learning combines online delivery of educational content with the best features of classroom interaction and live instruction to personalise learning, allow thoughtful reflection, and differentiate instruction from student to student across a diverse group of learners.”

“Blended learning should be viewed as a pedagogical approach that combines the effectiveness and socialisation opportunities of the classroom with the technologically enhanced active learning possibilities of the online environment, rather than a ratio of delivery modalities.” Dziuban, Hartman and Moskal (2004)

Some blended learning practitioners worry about the appropriate allocation of time between traditional face-to-face teaching and learning, and extending learning beyond the classroom walls with mobile and online technologies. The actual percentage of time allocated or the blending of the different activities and approaches is not important. What is important is finding the right mix or blend that serves each student’s needs.

According to research, there is no one blended learning model that adequately meets the needs of each and every learning community. The most successful blended learning models are ones which best meet all the demands of a local situation.

• The authors of Issues in Digital Technology in Education: Blended Learning (Wikibooks, 2009) have identified four broad principles of education design for blended learning. These are:
• A thoughtful integration of face-to-face and fully online instructional components
• Innovative use of technology
• Re-thinking the way we teach
• Sustained assessment and evaluation of blended learning. According to Bonk and Graham (2006) in their Handbook of Blended Learning, blended learning should be approached as a fundamental redesign of the instructional model with the following characteristics:
• A shift from teacher-centred to student-centred instruction in which students become active and interactive learners (this shift should apply to the entire course, including face-to-face contact sessions)
• Increases in interaction between student-teacher, student-student, studentcontent, and student-outside resources
• Integrated formative and summative assessment mechanisms for students and teachers.

Student satisfaction with the blended format is directly dependent upon the level of interaction with teachers and other students. Teachers can increase interaction opportunities through face-to-face discussion sessions and by using online tools such as discussion forums, virtual conferencing, virtual world and online games, and using mobile technologies to engage with parents and the wider school community.

Blended/hybrid learning comes in many shapes and sizes – there is no right way or wrong way, no correct formula or single “right” ratio of face-to-face, online time and self-paced activities in and beyond the classroom. Each approach is based on the needs of the students, the curriculum and the resources available.