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BL is

To combine or mix modes of Web-based technology (e.g., live virtual classroom, self-paced instruction, collaborative learning, streaming video, audio, and text)

To accomplish an educational goal.

To combine various pedagogical approaches (e.g., constructivism, behaviorism, cognitivism) to produce an optimal learning outcome with or without instructional technology.

To combine any form of instructional technology (e.g., videotape, CD-ROM, Web-based training, film) with face-to-face instructor-led training.

To mix or combine instructional technology with actual job tasks in order to create a harmonious effect of learning and working

Key Characteristics include:
Learning objectives,  pedagogy, technology for the mode of delivery, technology within the learning mode, and authentic job tasks.

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BL is the thoughtful integration of classroom face-to-face learning experiences with online learning experiences.

Key Characteristics include

' thoughtful' integration of online learning with face-to-face learning.

Note pedagogy is insinuated but not mentioned. Technology is specifically online-dominated.

(This is Susan Orr's personal definition, mentioned in a video you might see later.)

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BL systems combine face-to-face instruction with computer-mediated instruction.

Key Characteristics include:

A 'system' that combines face-to-face with computer-mediated. (unclear if that is online or tools found on a computer)

His more recent articles also look at Learning Environments and Learning Systems.

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BL is

A blend of teaching locations, including a mix of physical and virtual spaces.

A blend of teaching technologies, developing a digitally enhanced approach.

A blend of teaching approaches, employing active learning strategies

Key Characteristics

Holistic. A combination of pedagogies, technologies, and spaces for learning.

Technologies can be online/offline, synchronous, and asynchronous.

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BL is the appropriate use of a mix of theories, methods, and technologies to optimise learning in a given context.

Key Characteristics
'Appropriate' combination of theories, and technologies in a given 'context'.

The terms 'appropriate' empowers the instructors, and 'context' is an acknowledgment of all the factors where the learning takes place.

His article notes - Blended wouldn't be as successful if the location, equipment, wifi, and resources were not supportive of student learning.

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BL is a type of delivery mode that integrates both F2F and online instructions (Bonk & Graham, 2006; Graham, 2004). Online instruction through synchronous or asynchronous communications is supported with emerging learning technologies (Norberg et al., 2011), so, to succeed in such an environment, students must be comfortable using the technologies (Holley & Oliver, 2010; Song et al., 2004).

Key Characteristics
This version ties back to Graham's original.
Integration of face-to-face and online, synchronous and asynchronous, using technologies that students are familiar with.

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Bozkurt., A. and Sharma., R. 2022 (Post pandemic)

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Bozkurt., A. and Sharma., R. 2022 (Post pandemic)

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Blended  learning  refers  to  combining  onsite  and  online  learning  by  blending  the strengths  of  one  modality  and  neutralizing  the  weaknesses  of  the  other  to  provide flexibility  to  learners,  instructors,  and  educational institutions.  The  flexibility  can  be afforded to time, space, path, and pace through sequential or parallel designs.

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Beckingham, Beggs, Hinton, Varga-Atkins and Watson 2022 (post-pandemic)

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Beckingham, Beggs, Hinton, Varga-Atkins and Watson 2022 (post-pandemic)

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The recent Office for Students’ report (OfS, 2022) defined blended learning as “teaching and learning that combines in-person delivery and delivery in a digital environment.” Using this definition, blended learning has been common practice in the UK higher education (HE) sector since the start of the century, facilitated by the almost universal adoption of virtual learning environments (VLEs). However, the past decade has seen rapid changes in online practices, accelerated over the last two years. These changes have evolved the language we used to describe practice, resulting in a range of terminology used to describe the different ways students interact with their lecturers, their subject and each other. As we develop more flexible learning, providing student choice in place, pace and mode of learning, it is critical that we are using the same terms to describe the same learning modes so that expectations can be clear and consistent for staff and students. This practice guide, for course teams designing and delivering learning, describes the three key teaching modalities that may contribute to blended learning.
+ In-person learning: any form of formal or informal learning that requires physical co-presence of educators and students.
+ Synchronous online learning: formal online learning undertaken in groups in real-time facilitated by an educator. + Directed learning: flexible, self-paced learning activities that students carry out independently or as part of a team at a time and a location – online or in-person – that suits them. Combining modalities provides choice of time and place of learning for educators and students.
+ Hybrid: a deliberate integration of synchronous (online and in-person) and directed learning, used sequentially such that any one modality will be used at a given time.
+ Hyflex: learning is offered in-person, synchronously online and asynchronously online, with students deciding how to participate.

Source: Advanced HE 2022. Beyond Flexible Learning - practice guide_1669377235.pdf

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JISC 2023 Beyond the Blend (Post Pandemic)

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JISC 2023 Beyond the Blend (Post Pandemic)

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The Office for Students (2023) now defines blended learning as learning that combines in-person delivery and delivery in a digital environment, while our own recent primer, reimagining blended learning in higher education (2020) defined it as a combination of face-to-face learning and dynamic digital activities and content. These are useful starting points.

Source: JISC Blended Learning
Sheila MacNeill & Helen Beetham

Published: 05 September 2023
Updated: 28 September 2023

Beyond blended - Jisc

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The overarching purpose of this research is to support people involved in curriculum and learning design in HE institutions including, service and department leaders, senior managers, learning designers and curriculum teams. The research has involved a desk review, practice review, interviews, and feedback from workshops involving over 700 participants in total. It has learned from the collective experience of the sector during and after the pandemic, including from our 2022 digital experience insight surveys, and has benefited hugely from the input of an advisory group of 21 experts from across UK HE.

This report contains:

Challenges and transformations in learning and teaching

Definitions of blended learning

Four aspects of learning 'beyond blended': time, pace and timing, space and place, learning materials - print, digital and other media, and, groups, roles and relationships

Four modes of participation in learning that shape every session, activity and interaction

Key decision points for curriculum teams and teachers

Six pillars for designing 'beyond blended' with actions for curriculum design and for strategic planning

Designs for active student engagement

Links between the 'beyond blended' approach and existing design frameworks

Potential benefits of using 'beyond blended' in your institution

Key findings

All learning is now potentially blended

Digital technologies are now thoroughly embedded into learning and teaching as a matter of deliberate investment and policy from HE providers

New pressures such as the climate and economic crises and the surge of interest in generative AI are adding to an already complicated picture for curriculum design

Unless there is effective support for new approaches, and realistic workload modelling (both for teaching staff and for students), the risk is that online and blended learning will remain associated with the negative experiences of the pandemic and useful learning will not be consolidated

Contact hours, workload models, timetabling, allocation of spaces and facilities all constrain curriculum design

Support to develop relevant activities for different modes of participation is required to ensure student engagement and to support inclusion and diversity

What HE providers are saying about 'Beyond blended'

"The pillars and lenses devised by Jisc provide a framework in which to base our day-today conversations with academic staff and our students through to bespoke learning design interventions. Curriculum design is complex and needs to ensure that a myriad of approaches and considerations are made; the pillars and lenses encourage and facilitate this thinking by ensuring that all the relevant concepts are explicitly considered within an institutions design framework. This approach developed by Jisc will certainly be utilised by the University of Northampton to further enhance our curriculum design expertise."
Kate Coulson, head of teaching and learning enhancement, University of Northampton

"As we emerge from the pandemic, both students and educators are struggling to navigate their way through a world that presents a bewildering number of possibilities for how to learn. The Jisc Beyond blended report cuts its way through our bewilderment by providing six pillars for curriculum design, together with prompts to frame our thinking. Some of these prompts will help to inform decisions about how and where to deploy resources which will be useful to strategic planning in universities. Others will help educators to engage with students in designing meaningful learning activities that employ technologies that enhance the student experience. The Beyond blended report builds on a wealth of input that will help us to take a mature approach to learning in the 21st century."
Professor Katharine Reid, faculty of science associate pro-vice chancellor for education and student experience, University of Nottingham

"The Jisc 'beyond blended' project and associated report is a comprehensive analysis of the current state of play in a post-pandemic higher education sector. It sets out a practical and considered approach to developing blended learning activity within a University setting underpinned by a detailed approach to research and analysis. Even though every institution will take forward 'blended' slightly differently, this report acts as a robust starting point for localisation and draws upon experts and knowledge from across the sector to set out a strong foundation and is a 'must read' for anyone in a role supporting or leading a more strategic approach to blended learning."
Professor Simon Thomson, director of flexible learning, University of Manchester