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CONVENTIONAL LEARNING VS BLENDED LEARNING

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Blended learning or hybrid learning, also known as technology-mediated instruction, web-enhanced instruction, or mixed-mode instruction, is an approach to education that combines online educational materials and opportunities for interaction online with physical place-based classroom methods.

Blended learning requires the physical presence of both teacher and student, with some elements of student control over time, place, path, or pace. While students still attend brick-and-mortar schools with a teacher present, face-to-face classroom practices are combined with computer-mediated activities regarding content and delivery. It is also used in professional development and training settings.

Since blended learning is highly context-dependent, a universal conception of it is difficult. Some reports have claimed that a lack of consensus on a hard definition of blended learning has led to difficulties in research on its effectiveness. A well-cited 2013 study broadly defined blended learning as a mixture of online and in-person delivery where the online portion effectively replaces some of the face-to-face contact time rather than supplementing it.

Whereas, "Hybrid learning is an educational model where some students attend class in-person, while others join the class virtually from home."

Many Universities turned to remote learning during and hybrid formats returning from the pandemic.

The terms "blended learning", "hybrid learning", "technology-mediated instruction", "web-enhanced instruction", and "mixed-mode instruction" are often used interchangeably in research literature.

Although the concepts behind blended learning first developed in the 1960s, the formal terminology to describe it did not take its current form until the late 1990s. One of the earliest uses of the term appears in a 1999 press release, in which the Interactive Learning Centers, an Atlanta-based education business, announced a change of name to EPIC Learning. The release mentions that "The Company currently operates 220 on-line courses, but will begin offering its Internet courseware using the company's Blended Learning methodology."

The term "blended learning" was initially vague, encompassing a wide variety of technologies and pedagogical methods in varying combinations (some making no use of technology whatsoever). In 2006, the term became more concrete with the publication of the first Handbook of Blended Learning by Bonk and Graham. Graham challenged the breadth and ambiguity of the term's definition, and defined "blended learning systems" as learning systems that "combine face-to-face instruction with computer mediated instruction".

Technology-based training emerged as an alternative to instructor-led training in the 1960s on mainframes and mini-computers. The major advantage that blended learning offers is scale, whereas one instructor can only teach so many people.

One example is PLATO (Programmed Logic for Automatic Teaching Operations), a system developed by the University of Illinois and Control Data. PLATO in particular had a long history of innovations and offered coursework from elementary to the college level. Mainframe-based training had a number of interface limitations that gave way to satellite-based live video in the 1970s. The advantage here was serving people who were not as computer literate. The major challenge was the expense required to make this work.

In the early 1990s, CD-ROMs emerged as a dominant form of providing technology-based learning as bandwidth through 56k modems wasn't able to support very high quality sound and video. The limitation to CD-ROMs was tracking completion of coursework, so learning management systems emerged as a way to facilitate progress tracking. The aviation industry used this heavily to track how well one did on courses, how much time was spent, and where someone left off. AICC, Aviation Industry Computer-Based Training Committee, was formed in 1988 and companies such as Boeing used CD-ROMs to provide training for personnel.

Modern blended learning is delivered online, although CD-ROMs could feasibly still be used if a learning management system meets an institution's standards. Some examples of channels through which online blending learning can be delivered include webcasting (synchronous and asynchronous) and online video (live and recorded).

There is little consensus on the definition of blended learning. Some academic studies have suggested it is a redundant term. However, there are distinct blended learning models suggested by some researchers and educational think-tanks. These models include:

Face-to-face driver - where the teacher drives the instruction and augments with digital tools.

Rotation - students cycle through a schedule of independent online study and face-to-face classroom time.

Flex - Most of the curriculum is delivered via a digital platform and teachers are available for face-to-face consultation and support.

Labs - All of the curriculum is delivered via a digital platform but in a consistent physical location. Students usually take physical classes in this model as well.

Self-blend - Students choose to augment their physical learning with online course work.

Online driver - Students complete an entire course through an online platform with possible teacher check-ins. All curriculum and teaching is delivered via a digital platform and face-to-face meetings are scheduled or made available if necessary.

It is important to note that even blended learning models can be blended together and many implementations use some, many, or even all of these as dimensions of larger blended learning strategy. These models, for the most part, are not mutually exclusive.

There are many components that can comprise a blended learning model, including "instructor-delivered content, e-learning, webinars, conference calls, live or online sessions with instructors, and other media and events, for example, Facebook, e-mail, chat rooms, blogs, podcasting, Twitter, YouTube, Skype and web boards".

Blended instruction is reportedly more effective than purely face-to-face or purely online classes. Blended learning methods can also result in high levels of student achievement more effective than face-to-face learning.

By using a combination of digital instruction and one-on-one face time, students can work on their own with new concepts which frees teachers up to circulate and support individual students who may need individualized attention. "Rather than playing to the lowest common denominator - as they would in a physical classroom - teachers can now streamline their instruction to help all students reach their full potential."

Proponents of blended learning argue that incorporating the "asynchronous Internet communication technology" into higher education courses serves to "facilitate a simultaneous independent and collaborative learning experience".

Blended learning also has the potential to reduce educational expenses, although some dispute that blended learning is inherently less expensive than physical classroom learning.

Blended learning can lower costs by putting classrooms in the online space and it essentially replaces pricey textbooks with electronic devices that students often bring themselves to class. E-textbooks, which can be accessed digitally, may also help to drive down textbook budgets. Proponents of blended learning cite the opportunity for data collection and customization of instruction and assessment as two major benefits of this approach.

Blended learning often includes software that automatically collects student data and measures academic progress, providing teachers, students and parents detailed students data. Often, tests are automatically scored, providing instantaneous feedback. Student logins and work times are also measured to ensure accountability. Schools with blended learning programs may also choose to reallocate resources to boost student achievement outcomes.

A classroom environment that incorporates blended learning naturally requires learners to demonstrate more autonomy, self-regulation, and independence in order to succeed. If teachers offer a form of initial program orientation before introducing blended learning strategies, it can better prepare students to feel confident navigating the different components and developing a stronger sense of independence.

Blended learning plays an important role to prime students' learning and to then maximise in-person opportunities and resources.

Some online institutions connect students with instructors via web conference technology to form a digital classroom. These institutions borrow many of the technologies that have popularized online courses at the university level. Some advantages of blended learning, particularly at a Kindergarten to grade 12 level of education, can be found under the general concept of educational technology. It is also one of the most effective ways for personalized learning at scale.

Blended learning supports the use of standards as a way to manage quality and ease of use. This includes multiple kinds of standards: interoperability standards like the SIF specification from A4L or the Learning Tools Interoperability specification from IMS Global Consortium or academic standards like state standards and Common Core State Standards, which encourage integration of technology into a variety of subjects.

A learning management system, or federation of systems, helps develop a better feel for an online community where discussions can be held to better aid students.

The advantages of blended learning are dependent on the quality of the programs being implemented. Some indicators of excellent blended learning programs are "facilitating student learning, communicating ideas effectively, demonstrating an interest in learning, organizing effectively, showing respect for students, and assessing progress fairly".

Unless successfully planned and executed, blended learning could have disadvantages in technical aspects since it has a strong dependence on the technical resources or tools with which the blended learning experience is delivered. These tools need to be reliable, easy to use, and up to date, for them to have a meaningful impact on the learning experience.

There are several disadvantages to blended learning. While this type of learning does offer students the ability to go online when necessary, or learn from anywhere, there is no guarantee that each student will have access to the tools that they need to learn on the computer. Another problem that may arise is unreliable internet. Many times, the internet may be down. If the whole class does not have access to the same tools, then the teacher will not be able to keep the class on the same page. This creates a learning gap within classrooms. Unless the education system can offer reliable internet and computers to all students, it is not possible to ensure that this is an effective alternative to mainstream education.

From an educator's perspective, most recently, it has been noted that providing effective feedback is more time-consuming (and therefore more expensive) when electronic media are used, in comparison to traditional (e.g. paper-based) assessments. Using e-learning platforms can be more time-consuming than traditional methods and can also come with new costs as e-learning platforms and service providers may charge user fees to educators.

Finally, in educational fields where interprofessional simulation and clinical based placement are key components (i.e. medicine, obstetrics & gynaecology), in-person teaching remains a cornerstone of clinical skills education, and teaching via online discourse alone is not sufficient to completely replace and provide comparable learning outcomes.

These literacies are dynamic due to the ability to be linked to one another. According to NCTE, active, successful participants in this 21st century global society must be able to:

develop proficiency and fluency with the tools of technology;

build intentional cross-cultural connections and relationships with others so to pose and solve problems collaboratively and strengthen independent thought;

design and share information for global communities to meet a variety of purposes;

manage, analyze and synthesize multiple streams of simultaneous information;

create, critique, analyze and evaluate multimedia texts;

attend to the ethical responsibilities required by these complex environments.

Digital badge - Indicator of accomplishment can be used to recognize any achievement, from passing a class to completing a training course

Educational technology - Use of technology in education to improve learning and teaching

Flipped classroom - Instructional strategy and a type of blended learning

Instructor-led training - any training that occurs in a training room, typically in an office, classroom, or conference room

M-learning - distance education using mobile device technology

Media psychology - Area of psychology

Mixed reality - Merging of real and virtual worlds to produce new environments

Networked learning - process of developing and maintaining connections with people and information

Synchronous learning - Type of learning event

Virtual university - University that provides higher education programs through electronic media, typically the Internet

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Blended learning or hybrid learning, also known as technology-mediated instruction, web-enhanced instruction, or mixed-mode instruction, is an approach to education that combines online educational materials and opportunities for interaction online with physical place-based classroom methods. Blended learning requires the physical presence of both teacher and student, with some elements of student control over time, place, path, or pace.