Blended Learning
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Friday, March 30, 2018
Blended learning
Blended learning is both simple and
complex. At its simplest, blended learning is the thoughtful integration of
classroom face-to-face learning experiences with online learning experiences.
There is considerable intuitive appeal to the concept of integrating the
strengths of synchronous (face-to-face) and asynchronous (text-based Internet)
learning activities. At the same time, there is considerable complexity in its
implementation with the challenge of virtually limitless design possibilities
and applicability to so many contexts.
To begin, it is important to
distinguish blended learning from other forms of learning that incorporate
online opportunities. First, blended learning is distinguished from that of
enhanced classroom or fully online learning experiences (see Fig. 1). However,
it is not clear as to how much, or how little, online learning is inherent to
blended learning. In fact, this is only a rough, indirect measure that may be
misleading. The real test of blended learning is the effective integration of
the two main components (face-to-face and Internet technology) such that we are
not just adding on to the existing dominant approach or method.
This holds true whether it be a
face-to-face or a fully Internet-based learning experience. A blended learning
design represents a significant departure from either of these approaches. It
represents a fundamental reconceptualization and reorganization of the teaching
and learning dynamic, starting with various specific contextual needs and
contingencies (e.g., discipline, developmental level, and resources). In this
respect, no two blended learning designs are identical. This introduces the
great complexity of blended learning.
The core issue and argument is such
that, when we have solid understandings of the properties of the Internet, as
well as knowledge of how to effectively integrate Internet technology with the
most desirable and valued characteristics of face-to-face learning experiences,
a quantum shift occurs in terms of the nature and quality of the educational
experience. At the heart of this argument is the quality and quantity of the
interaction and the sense of engagement in a community of inquiry and learning,
achieved through the effective integration of Internet communication
technology.
Focusing for a moment on the properties of the
Internet, we know that much of the satisfaction and success of blended learning
experiences can be attributed to the interactive capabilities of Internet
communication technology (Garrison & Cleveland-Innes, 2003; Swan, 2001). A
closer examination reveals the ability of asynchronous Internet communication
technology to facilitate a simultaneous independent and collaborative learning
experience. That is, learners can be
independent of space and time—yet together. A concomitant property of learning
with Internet communication technology is that it has a significant educational
implication resulting from the emphasis on written communication. Under certain
circumstances, writing can be a highly effective form of communication that
encourages reflection and precision of expression. When thoughtfully integrated
with the rich dynamic of fast-paced, spontaneous verbal communication in a
face-to-face learning environment, the educational possibilities are
multiplied.
What makes blended learning
particularly effective is its ability to facilitate a community of inquiry.
Community provides the stabilizing, cohesive influence that balances the open
communication and limitless access to information on the Internet. Communities
also provide the condition for free and open dialogue, critical debate,
negotiation and agreement—the hallmark of higher education. Blended learning
has the capabilities to facilitate these conditions and adds an important
reflective element with multiple forms of communication to meet specific
learning requirements. For example, at the beginning of a course, it may be
advantageous to have a face-to-face class to meet and build community. In contrast,
discussing a complex issue that requires reflection may be better accomplished
through an asynchronous Internet discussion forum.
Whether face-to-face or online,
communities of inquiry consist of three elements: cognitive, social, and
teaching presence (see Fig. 2; Garrison & Anderson, 2003).
The range and quality of interactive
dialogue that can be facilitated through blended learning is congruent with the
widely accepted means of facilitating critical thinking and higher-order
learning. Hudson (2002) argues, for example, “that the very basis of thinking
is rooted in dialogue, drawing on a socially constructed context to endow ideas
with meaning” (p. 53). The emphasis must shift from assimilating information to
constructing meaning and confirming understanding in a community of inquiry.
This process is about discourse that challenges accepted beliefs, which is
rarely accomplished by students in isolation. At the same time, to be a
critical thinker is to take control of one's thought processes and gain a
metacognitive understanding of these processes (i.e., learn to learn). A
blended learning context can provide the independence and increased control
essential to developing critical thinking. Along with the increased control
that a blended learning context encourages is a scaffolded acceptance of
responsibility for constructing meaning and understanding.
What
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