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 Instruction > Instructional Design > Blended Learning
Instructional Design
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"Blended learning is not new. However, in the past, blended
learning was comprised of physical classroom formats, such as lectures, labs, books or handouts. Today, organizations have a myriad of learning approaches and choices. ...
The concept of blended learning is rooted in the idea that learning
is not just a one-time event — learning is a continuous process. Blending provides various benefits over using any
single learning delivery medium alone. "
Harvey Singh (2003)
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Blended Learning
The topic of "blended learning" is so important that it is treated in four different areas of this web site. Blended learning is introduced in the context of the E-Learning paradigm. It is discussed in this section in reference to the use of various instructional strategy, tactics and activities. The use of multiple media types and their effects on learning is discussed in the sections "Media Selection" and "Principles of Multimedia". Blended learning is reviewed again from the perspective of Delivery System options.
| The Cognitive Design approach encourages a blended learning strategy from the following perspectives: |
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- Blending instructional objectives (inclusive E-Learning paradigm)
- Blending instructional strategies, tactics & learning activities
- Blending media types
(multiple media)
- Blending delivery system modes
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Blended Learning aims at orchestrating an effective composition of learning experiences. Instructional design has a long history of "blending" classroom work with homework, field trips, labs, reading assignments, and audio-visual media. However, what is new in this era of blended learning are the powerful modes of online synchronous and asynchronous activities, and technology-based instructional methods
which can now be added to the mix.
Richard Otto, Cognitive Design Solutions
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A recent publication of note is by Josh Bersin, The Blended Learning Book: Best Practices, Proven Methodologies, and Lessons Learned (2004). This is a "must read" resource because of its scope and depth.
The following is a summary of instructional strategies, tactics and activities which can make up a blend. A Blended Course involves two or more of the following learning delivery modes:
- Instructor-Led (ILT)
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- Classroom: face-to-face sessions
- Presentations from experts
- Field Trips
- Lab Exercises
- Observations / Ghosting
- Coaching & mentoring
- Personal style inventories (learning preferences & information processing)
- Group process experiences
- Independent Study
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- Books & Handouts: reading assignments
- Audio tapes & downloaded Podcasts
- Video tapes & downloaded Webcasts
- Action learning projects
- Case study analysis
- Distance Learning (non-internet)
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- Broadcast Television
- Video tele-conferencing
- Phone conferencing
- Synchronous Learning Activities (real time)
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- Virtual Learning Sessions / Web Casts
- Virtual Classroom
- Online Collaboration: e-meetings, online coaching
- Chat &Instant Messaging
- Asynchronous Learning Activities (time-independent)
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- Web-Based Training (WBT tutorials — online, self-paced)
- Simulations (realistic skill practice)
- Knowledge Builders (information-on-demand with case-study examples)
- Performance Support: Job Aids, EPSS
- Intranet Portal (information access; discovery learning)
- Threaded Discussion
Synchronous & Asynchronous Learning Event 
A good way to understand blended learning options is to look at them from the standpoint of place and time combinations:
- Same time/same place (synchronous -- physical)
- Same time/different place (synchronous -- virtual)
- Different time/same place (asynchronous -- physical)
- Different time/different place (asynchronous -- virtual)
This model provides an immediate understanding of the how traditional delivery modes are being combined with the new online delivery modes.
The following table illustrates a way of looking at Blended Learning design that aims at mixing both Synchronous learning events (same time,same place / same time, different place), and Asynchronous learning events (different time, different place / different time, same place).
Note that traditional learning events can be easily mixed with E-Learning. The strengths of each mode can be brought together to create synergy and increased effectiveness. A more complete and balanced learning opportunity can be designed. Satisfying a wide range of learner preferences can be most easily achieved through a blended learning design.
This graphic illustrates the variety of learning events which are possible to blend together.
Here is an example of a blend that includes both self-paced learning events (such as web-based training tutorials, simulation exercises, and web-based assessment) and collaborative learning events (such as physical classroom, virtual classroom, peer support and learning community activities.
List of Blended Learning Activities
The following provides a comprehensive list of activities that might be reasonably considered in designed a blended learning solution.
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E-Learning Instructional Methods & Activities
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Same Time /
Same Place
(Traditional)
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Classroom Instruction
 Mini-lectures
Interactive Lectures
(participation required)
Panels
Videotape presentations
Demonstrations
Guided discussions
Debates
Student presentations
Group collaboration
Case study analysis
Role playing
In-class writing
Simulation exercises
Games
Problem-based learning exercises
Story-telling
- Hands-on Labs & Workshops
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Field Trips
Observations
Fieldwork or Clinical work
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Same Time /
Different Place
( Synchronous)
Live E-Learning
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- Web Casts
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Virtual Classroom
Mini-lectures
Interactive Lectures
(participation required)
Panels
Videotape presentations
Demonstrations
Guided discussions
Debates
Student presentations
Group collaboration
Case study analysis
Role playing
In-class writing
Simulation exercises
Games
Problem-based learning exercises
- Conference calls
- Video broadcasts
- Chat
- Virtual Labs
- Instant messaging
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Online Collaboration
E-meetings
Online coaching or mentoring
Communities of Practice
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Different Time /
Same Place
(Traditional)
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- Lab Exercises
- Observations
- Coaching, Tutoring or Mentoring
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Different Time /
Different Place
(Asynchronous)
Self-Paced
E-Learning
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- Web-based Training Tutorials
Mini-lectures
(text, graphics, audio, video)
Video presentations
Flash animation (interactive exercises)
Drill & Practice
Demonstrations
Guided discussion
(email, threaded discussion forum)
Writing exercises & assignments
Simulation exercises
(automated guidance and feedback)
Online assessments & testing
Games
Problem-based learning exercises
(scenario examples)
Story-telling
- Assessments, Tests & Surveys
- Simulations (realistic skill practice)
- Performance Support
Job Aids
(on screen; printable)
Online Help
(documentation; search engine tools)
EPSS
(Electronic Performance Support Systems)
- Online References & Document Management
- Online Recordings / Multimedia
Audio
Video
Webcasts & Podcasts
Virtual classroom session recordings
(Recorded live events)
- Print-based Materials & Documentation
- CD-ROM: Self-paced content / Multimedia
- Intranet: Enterprise Portal
- Knowledge Management Systems
- Communities of Practice Portal Sites
Online learning communities
(Announcements, publishing articles,
promoting workshops & conferences)
Discussion Forums
Project Collaboration Forums
- Blog
- Threaded Discussion
- Email: registration, alerts, group messaging, individual mentoring
- Distributed & Mobile Learning Resources
- Action learning projects
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References
Singh, Harvey. "Blended Learning".November - December 2003 Issue of Educational Technology, Vol 43, Num 6, pp. 51-54.
Dean, P., Stahl M., Sylwester, D.& Peat, J. "Effectiveness of combined delivery modalities for distance learning and resident learning" Quarterly Review of Distance Education, July/August 2001
Bersin, Josh (2004). The Blended Learning Book: Best Practices, Proven Methodologies, and Lessons Learned. San Francisco, CA: Pfeiffer, 2004.
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Blended
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