Introduction to the Special Issue on Transitioning to Blended Learning

2011 ◽  
Vol 15 (1) ◽  
Author(s):  
Anthony G Picciano
Keyword(s):  
Blended Learning ◽  
Educational Leaders ◽  
Asynchronous Learning ◽  
Instructional Designers ◽  
Special Edition ◽  
Learning Networks ◽  
Face To Face ◽  
Face To Face Instruction ◽  
Definition Of ◽  
Scholarly Production

In 2004, the Alfred P. Sloan Foundation funded an invitation-only workshop on blended learning. It was one of the first such events to focus entirely on the concept of combining online and face-to-face instruction into a new instructional modality and since has evolved into the Annual Sloan Consortium Blended Learning Conference and Workshop. Over the past seven years, this Conference and Workshop has added significantly to the research base and best practices that apply to blended learning. Its scholarly production includes a plethora of important studies and resources that have contributed significantly to what is known about blended learning. For example, the work of this Conference and Workshop has produced: • a comprehensive look at a definition of the term “blended learning”; • the first book dedicated entirely to the research on blended learning [1]; and • an extensive review of blended learning instructional models. [2] In April 2010, the 7th Annual Sloan Consortium Blended Learning Conference and Workshop attracted almost three hundred educational leaders, faculty members, instructional designers and researchers who discussed, shared and considered effective practices in the design and delivery of blended learning environments. The purpose of this special edition of the Journal of Asynchronous Learning Networks is to preserve some of the knowledge and insights shared at this event. The articles selected also represent well the theme of this special edition – transitioning to blended learning.

scholarly journals Quadrant of Blended Learning: a Proposed Conceptual Model for Designing Effective Blended Learning

2018 ◽  
Vol 1 (1) ◽  
pp. 1-5
Author(s):  
Uwes Anis Chaeruman ◽  
Santi Maudiarti
Keyword(s):  
Blended Learning ◽  
Conceptual Model ◽  
Learning Strategies ◽  
Learning Experience ◽  
Asynchronous Learning ◽  
Instructional Designers ◽  
Face To Face ◽  
Synchronous Learning ◽  
E Learning ◽  
Face To Face Learning

Blended learning is not just simply combining online learning with face-to-face learning. It is dynamic and context dependent. It can be viewed from different contexts and perspectives. Different context has different needs and characteristics. It needs different blend of blended learning. But, blended learning has one same ultimate goal, i.e. to determine the most appropriate blend to make optimum learning experience occur. Recent literatures and studies showed that e-learning and blended learning are synonymous with synchronous and asynchronous learning. Therefore, the purpose of this paper is to propose a conceptual model of blended learning design and its definition viewed from the perspective of those learning setting. This conceptual model, called quadrant of blended learning. It consists of four quadrants, i.e.: 1) quadrant 1: live synchronous learning; 2) quadrant 2: virtual synchronous learning; 3) quadrant 3: collaborative asynchronous learning; and 4) quadrant 4: self-directed asynchronous learning. As a conceptual model, it is expected that it can provide framework and idea for instructional designers in designing effective blended learning strategies.

Transitioning to Blended Learning: Understanding Student and Faculty Perceptions

2011 ◽  
Vol 15 (1) ◽  
Author(s):  
Nanette P. Napier ◽  
Sonal Dekhane ◽  
Stella Smith
Keyword(s):  
Blended Learning ◽  
Student Performance ◽  
Liberal Arts ◽  
Faculty Perceptions ◽  
Liberal Arts College ◽  
Final Exam ◽  
Face To Face ◽  
Faculty Teaching ◽  
Face To Face Instruction ◽  
The Impact

This paper describes the conversion of an introductory computing course to the blended learning model at a small, public liberal arts college. Blended learning significantly reduces face-to-face instruction by incorporating rich, online learning experiences. To assess the impact of blended learning on students, survey data was collected at the midpoint and end of semester, and student performance on the final exam was compared in traditional and blended learning sections. To capture faculty perspectives on teaching blended learning courses, written reflections and discussions from faculty teaching blended learning sections were analyzed. Results indicate that student performance in the traditional and blended learning sections of the course were comparable and that students reported high levels of interaction with their instructor. Faculty teaching the course share insights on transitioning to the blended learning format.

The Effectiveness of Online and Blended Learning: A Meta-Analysis of the Empirical Literature

2013 ◽  
Vol 115 (3) ◽  
pp. 1-47 ◽  
Author(s):  
Barbara Means ◽  
Yukie Toyama ◽  
Robert Murphy ◽  
Marianne Baki
Keyword(s):  
Online Learning ◽  
Blended Learning ◽  
Learning Outcomes ◽  
Classroom Instruction ◽  
Meta Analysis ◽  
Learning Models ◽  
Web Based ◽  
Face To Face ◽  
Learning Conditions ◽  
Face To Face Instruction

Background/Context Earlier research on various forms of distance learning concluded that these technologies do not differ significantly from regular classroom instruction in terms of learning outcomes. Now that web-based learning has emerged as a major trend in both K–12 and higher education, the relative efficacy of online and face-to-face instruction needs to be revisited. The increased capabilities of web-based applications and collaboration technologies and the rise of blended learning models combining web-based and face-to-face classroom instruction have raised expectations for the effectiveness of online learning. Purpose/Objective/Research Question/Focus of Study This meta-analysis was designed to produce a statistical synthesis of studies contrasting learning outcomes for either fully online or blended learning conditions with those of face-to-face classroom instruction. Population/Participants/Subjects The types of learners in the meta-analysis studies were about evenly split between students in college or earlier years of education and learners in graduate programs or professional training. The average learner age in a study ranged from 13 to 44. Intervention/Program/Practice The meta-analysis was conducted on 50 effects found in 45 studies contrasting a fully or partially online condition with a fully face-to-face instructional condition. Length of instruction varied across studies and exceeded one month in the majority of them. Research Design The meta-analysis corpus consisted of (1) experimental studies using random assignment and (2) quasi-experiments with statistical control for preexisting group differences. An effect size was calculated or estimated for each contrast, and average effect sizes were computed for fully online learning and for blended learning. A coding scheme was applied to classify each study in terms of a set of conditions, practices, and methodological variables. Findings/Results The meta-analysis found that, on average, students in online learning conditions performed modestly better than those receiving face-to-face instruction. The advantage over face-to-face classes was significant in those studies contrasting blended learning with traditional face-to-face instruction but not in those studies contrasting purely online with face-to-face conditions. Conclusions/Recommendations Studies using blended learning also tended to involve additional learning time, instructional resources, and course elements that encourage interactions among learners. This confounding leaves open the possibility that one or all of these other practice variables contributed to the particularly positive outcomes for blended learning. Further research and development on different blended learning models is warranted. Experimental research testing design principles for blending online and face-to-face instruction for different kinds of learners is needed.

Blended for Student Engagement and Retention

2015 ◽  
pp. 818-835
Author(s):  
Ishmael I. Munene ◽  
Flower Darby ◽  
John J. Doherty
Keyword(s):  
Student Engagement ◽  
Blended Learning ◽  
Teaching And Learning ◽  
Face To Face ◽  
Northern Arizona ◽  
Blended Courses ◽  
Learner Centered ◽  
Northern Arizona University ◽  
Face To Face Instruction ◽  
Blended Course

Facetiously described as the “third generation” of distance learning, blended learning is now the new kid on the block in the deployment of technology to support teaching and learning. Its versatility as a pedagogical strategy for creating learner-centered instruction lies in the capacity to exploit the potentials of both the traditional face-to-face instruction and online learning modality in order to provide students with multiple pathways of learning. Yet, developing a blended course to take advantage of these duo capabilities is a monumental challenge for faculty. This chapter presents an analysis of approaches and models employed by faculty at Northern Arizona University to develop and deliver two blended courses as part of the institution's strategy of using technology to enhance undergraduate student engagement and retention. The analysis shows that a multimodal approach that infuses technologies and media and a proactive institutional policy in favor of blended learning, coupled with strategic faculty development, provides the best pathway to developing robust blended courses that are truly learner-centered.

Blended Learning by Gamification in a Second-Year Introductory Engineering Design Course

2018 ◽  
Author(s):  
Alyona Sharunova ◽  
Ahmed Ead ◽  
Christopher Robson ◽  
Misha Afaq ◽  
Pierre Mertiny
Keyword(s):  
Online Learning ◽  
Blended Learning ◽  
Engineering Design ◽  
Rapid Development ◽  
Post Secondary ◽  
Face To Face ◽  
Learning Platform ◽  
Before And After ◽  
Second Year ◽  
Face To Face Instruction

With the rapid development of engineering and new demands of contemporary employers, post-secondary institutions have to adapt, improve and enhance engineering curricula to ensure that recent graduates possess appropriate levels of technical and professional skills and multilateral abilities for a successful start in industry. As industrial technologies, tools, and processes evolve, so must teaching methodologies and approaches, which significantly changes the structure of engineering courses. To ensure that students not only master technical knowledge but also develop their professional, interpersonal, cognitive and computer skills, engineering curricula have begun to shift from a classic instruction format to a blended learning format. Blended learning, the strategy of combining regular face-to-face instruction with online learning and/or other out-of-class-activities, is increasingly used in post-secondary education and disciplines and can take different forms depending on the course needs and desired learning outcomes. This paper reviews the recent implementation of blended learning in the form of gamification of a second-year introductory engineering design course using a commercial online learning platform. The reasoning, methodology, process and the results of student surveys before and after the online game are discussed along with suggested improvements.

scholarly journals University ESL Instructors’ Reflections on the Use of Blended Learning in their Classrooms

2021 ◽  
Vol 2 (1) ◽  
pp. 25-35
Author(s):  
Said Ibrahim ◽  
Fauziah Ismail
Keyword(s):  
Blended Learning ◽  
English Language ◽  
Technological Infrastructure ◽  
Face To Face ◽  
Mixed Methods Case Study ◽  
Positive Attitudes ◽  
Attitudes Towards Technology ◽  
Language Classrooms ◽  
Face To Face Instruction

Blended learning has been adopted in many universities worldwide since it combines the advantages of both online learning and face to face instruction. In this paper, the researcher reports on the quantitative segment of a mixed-methods case study that was conducted in a public university in Malaysia with the aim of investigating the ESL instructors’ reflections on the implementation of blended learning in their English language classrooms. More specifically, the researcher was interested in identifying the factors that enhance the implementation of blended learning and the challenges that seem to hinder an effective blended learning environment.   The quantitative data of the study were collected by a survey questionnaire, which was distributed to at least 30 English language instructors. Nineteen instructors responded to the questionnaire, and the data were analyzed by descriptive statistics via the statistical package for social science (SPSS). Findings show that while experience with technology and positive attitudes towards technology were identified as main factors enhancing the implementation of blended learning; workload and technological infrastructure were found to be the major challenges. The study signifies the need to address technology and workload related issues in order to effectively implement blended learning to promote ELT at tertiary level.  

Using Blended Learning and Emerging Technologies to Transform the Adult Learning Experience

2018 ◽  
pp. 2140-2165
Author(s):  
Leslie Cordie ◽  
Maria Martinez Witte ◽  
James E. Witte
Keyword(s):  
Online Learning ◽  
Adult Learning ◽  
Blended Learning ◽  
Teaching And Learning ◽  
Emerging Technologies ◽  
Learning Experience ◽  
Future Research ◽  
Online Learners ◽  
Face To Face ◽  
Definition Of

Faculty are increasing the use of emerging technologies in their classrooms and are recognizing the value of blending face-to-face and online learning to meet educational needs. Blended learning is defined as combining face-to-face and online learning formats. This chapter discusses the definition of blended learning and how it is affecting adult learning experiences and classroom settings. This chapter also addresses faculty and instructional design practices that can be used for blended learning and to continue promoting a positive teaching and learning environment for both face-to-face and online learners. Future research efforts can be focused on faculty development and academic support to continue fostering blended learning and meeting the needs of today's learners.

Benefits and Challenges of Blended Learning Environments

2005 ◽  
pp. 253-259 ◽  
Author(s):  
Charles R. Graham ◽  
Stephanie Allen ◽  
Donna Ure
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Learning Environments ◽  
Research Literature ◽  
Asynchronous Learning ◽  
State University ◽  
Learning Networks ◽  
Technological Advances ◽  
Education Today ◽  
American Society

The term “blended learning” has become a corporate buzzword in recent years (Lamb, 2001). Recently, the American Society for Training and Development identified blended learning as one of the top ten trends to emerge in the knowledge delivery industry in 2003 (Rooney, 2003). In higher education, the term blended learning is being used with increased frequency in academic conferences and publications. Issues related to the design and implementation of blended learning environments (BLE) are surfacing as technological advances continue to blur the lines between distributed learning and the traditional campus-based learning. Many universities are beginning to recognize the advantages of blending online and residential instruction. The Chronicle of Higher Education recently quoted the president of Pennsylvania State University as saying that the convergence between online and residential instruction was “the single-greatest unrecognized trend in higher education today” (Young, 2002). Along the same lines, the editor of The Journal of Asynchronous Learning Networks is predicting a dramatic increase in the number of hybrid (i.e., blended) courses to include as many as 80-90% of the range of courses (Young, 2002). The article provides an overview of blended learning environments (BLEs) and outlines the most common benefits and challenges identified in the research literature.

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