Blended Learning

The term blended learning has a broad range of meanings in the current educational research literature, and institutions tend to use the term in a way that is useful in their own context (Graham, 2013). Blended courses may have reduced face-to-face time compared to “traditional” face-to-face courses.  Blended Learning may be the "new normal" for course delivery (Norberg, Dzuiban & Moskal, 2011. pg 207). 

At the Vrije Universiteit we define blended courses as those that integrate face-to-face and online learning. Online and classroom activities and course materials are selected to complement each other, to engage students, and to achieve specified learning outcomes. Almost all courses offered on our campus have an online component in Canvas, our learning management system. Different educational technologies are at the disposal of our teachers.

Blending learning courses can: 

• provide more flexibility with regard to when and where students choose to learn;

• enhance learning by allowing the use of pedagogical strategies that are not possible without learning technologies;

• transform how learning occurs by engaging students in the active construction of knowledge through dynamic interactions (Bonk & Graham, 2005).

There is evidence that students learn more effectively and have a higher satisfaction when courses are blended, as compared to online or traditional, face-to-face courses (Garrison & Kanuka, 2004).

Blended courses do not follow a single formula. Some use the online environment for content or lecture delivery and the classroom for active learning opportunities (sometimes known as the flipped classroom), whereas others use the face-to-face time for lectures and the online environment for discussions, assessments, or other learning activities. Some use a combination of these two approaches.

Have a look at the ABC Learning Design method to design blended courses in a structured way.

References

• Bonk, C.J., & Graham, C.R. (2005). The Handbook of Blended Learning: Global Perspectives, Local Designs. San Francisco, CA:Pfeiffer Publishing.

• Garrison, D.R., & Kanuka, H. (2004) Blended learning: Uncovering its transformative potential in higher education. The Internet and Higher Education, 7(2), 95–105.

• Graham, C.R. (2013). In M.G. Moore (Ed). Handbook of Distance Education (pp 333-350). New York, NY:Routledge.

• Norberg, A., Dzuiban, C. & Moskal, P.D. (2011).  A time-based blended learning model. On the Horizon, 19(3), 207-216.