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What Is Blended Learning?’ taken from Horn, M. B., Staker, H., & Christensen, C. M. (2015). Blended: Using disruptive innovation to improve schools

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Blended: using disruptive innovation to improve schools (2015)

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Blended: using disruptive innovation to improve schools (2015)

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Blended Using Disruptive Innovation to Improve Schools by Michael B. Horn, Heather Staker, Clayton M. Christensen (z-lib.org)

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Blended and online learning for global citizenship (2021) 

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Blended and online learning for global citizenship (2021) 

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Blended and Online Learning for Global Citizenship New Technologies and Opportunities for Intercultural Education by William J. Hunter, Roger Austin (z-lib.org)

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Facts about distance, online, blended learning and homeschooling

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Facts about distance, online, blended learning and homeschooling

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FACTS ABOUT DISTANCE LEARNING, ONLINE LEARNING, BLENDED LEARNING, AND HOMESCHOOLING

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Online Education practice, although it's already been around for a few years, it has experienced an unprecedented expansion in the last few months.

In order to navigate the increasingly wide world of Online Education, clear understanding of key concepts is fundamental.

Please notice that the use of some of these terms can vary from country to country, maybe even from institution to institution. We recommend to always double check with the relevant party in case of doubt.

Also, in most cases, we'll find an interchangeably use of these terms:

Distance / Remote

Learning / Education

Face-to-Face / In-Person / On-Campus / Onsite

Blended Learning

Blended learning is a pedagogical approach mixing face-to-face and online learning, with some element of learner control over time, place, path, and pace. A Blended Programme is a programme that is based on Blended Learning pedagogy.

Digital Education

Digital education comprises two different but complementary perspectives: the pedagogical use of digital technologies to support and enhance teaching, learning and assessment and the development of digital competences by learners and education and training staff.

It is distinguished from Online Education by comprising the development of digital competences in the curriculum and the teaching practice, but some may use both terms interchangeably.

Distance Learning / Remote Learning

Distance Learning is a method of delivery, which involves teaching and learning activities where educators and learners are not physically present in one location at the same time. Distance Learning is used as a broad term which compromises, among others, the possibility to organise and deliver teaching and learning activities at distance (e.g. by using radio, TV or electronic resources) or online (e.g. requiring instructors and learners to use a connected device).

In most cases, Distance Education/Learning is used as a synonym of Remote Education/Learning.

Learning Management System (LMS)

LMS (Learning Management System) is an Internet-based software platform made for delivering, tracking and managing online and blended learning. The main features of an LMS (e.g. course management, learners' enrollment, online activity tracking, etc.) allow handling all aspects of the learning process in addition to content delivery.

LMS is often used synonymously with Virtual Learning Environment (VLE), but the first may indicate a greater focus on administration while the latter may focus more on course authoring and production.

Massive Open Online Course (MOOCs)

MOOCs are a subpart of the existing Online Learning offer. The term refers to online courses designed for a large number of learners, accessible by anyone anywhere, as long as they have an internet connection. Access and participation are free of charge, although extra services and certificates may require payment.

They are distinguished from OER by offering a full course experience, and content that is often not free to reuse.

Online Education / E-Learning

Online Education/Learning is a methodology involving the use of information and communication technologies (ICTs) and connection to the internet to support both teaching and learning.

There are many terms used to describe online education including ICT-based learning, virtual learning and e-learning.

It distinguishes from Distance Learning/Remote Education by having the use of ICTs and internet connection as prerequisites. Distance Learning does not necessarily involve the use of ICTs and/or internet connection. However, it often relies on ICTs and internet connection, which is why sometimes they are used interchangeably.

Open Educational Resources (OERs)

Open Educational Resources (OERs) refer to teaching, learning and research materials in any medium, digital or otherwise, that reside in the public domain or have been released under an open license that permits no-cost access, use, adaptation and redistribution by others with no or limited restrictions.

They are distinguished from MOOCs by offering content that is free to reuse but not a full course experience.

Synchronous and Asynchronous Learning

In Online Education, there are two main delivery modalities:

synchronous: happens collaboratively and simultaneously with a group of online learners and usually an educator;

asynchronous: happens at any time, individually or in group, with interaction and communication spanning across time.

Virtual Learning Environment (VLE)

The term Virtual Learning Environment (VLE) is used to describe the collection of software systems that provide materials and facilities for Online Learning. These systems allow for management of all processes from course authoring to delivery of the course materials to students and recording their performance. As stated, Learning Management System (LMS) is often used synonymously with VLE but may indicate a greater focus on administration than on course authoring and production.

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Online Education practice, although it's already been around for a few years, it has experienced an unprecedented expansion in the last few months. In order to navigate the increasingly wide world of Online Education, clear understanding of key concepts is fundamental.

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by TeachThought Staff

Blended Learning is not so much an innovation as it is a natural by-product of the digital domain creeping into physical spaces.

Broadly speaking, blended learning just means a mix of learning online and face-to-face, which means it's likely your students are already doing some form of blended learning and have for years. As digital and social media become more and more prevalent in the life of learners, it was only a matter of time before learning became 'blended' by necessity.

Finding The Model That Works For Your School, Classroom, And Students

In The Definition Of Blended Learning, we offered that 'blended learning is a model that combines online and face-to-face learning spaces and experiences.' Below, we identify and describe 12 different types of blended learning.

Obviously, there aren't just 12. It could be argued that there are thousands of types of blended learning varying by content, scale, technology, learning spaces, etc.

The purpose of this post is to A) Explain the most commonly referred to types of blended learning as most educators know them and B) Help you think more about blended learning as a flexible concept that ideally empowers both teachers and students to improve learning outcomes so that you can C) Identify and adapt a blended learning model that's right for your school, classroom, and students.

6 Types Of Blended Learning You've Probably Heard Of

1. Station Rotation Blended Learning

Station-Rotation blended learning is a: "...model (that) allows students to rotate through stations on a fixed schedule, where at least one of the stations is an online learning station. This model is most common in elementary schools because teachers are already familiar with rotating in centers and stations.
Similar to: Lab Rotation Blended Learning
Primarily characterized by: the fixed schedule that guides the 'blending'

2. Lab Rotation Blended Learning

'The Lab Rotation' model of blended learning, similar to "Station Rotation,' works by "allow(ing) students to rotate through stations on a fixed schedule...in a dedicated computer lab allow(ing) for flexible scheduling arrangements with teachers...enabl(ing) schools to make use of existing computer labs."
Similar to: Station Rotation Blended Learning
Primarily characterized by: the use school computer labs in new ways

3. Remote Blended Learning (also referred to as Enriched Virtual)

In Enriched Virtual blended learning, the student's focus is on completing online coursework while only meeting with the teacher intermittently/as-needed.

This approach differs from the Flipped Classroom model in the balance of online to face-to-face instructional time. In an Enriched Virtual blended learning model, students wouldn't see/work with/learning from a teacher on a daily basis face-to-face but would in a 'flipped' setting.
Similar to: A mix of Self-Directed, Flex Blended Learning, Flipped Classroom
Primarily characterized by: students completely coursework remotely and independently.

4. Flex Blended Learning

The 'Flex' is included in types of Blended Learning and its model is one in which... "a course or subject in which online learning is the backbone of student learning, even if it directs students to offline activities at times. Students move on an individually customized, ﬂuid schedule among learning modalities. The teacher of record is on-site, and students learn mostly on the brick-and-mortar campus, except for any homework assignments. The teacher of record or other adults provide face-to-face support on a flexible and adaptive as-needed basis through activities such as small-group instruction, group projects, and individual tutoring."
Similar to: Remote blended learning, Inside-Out Blended Learning
Primarily characterized by: its versatility to meet the needs of a variety of formal and informal learning processes (schools, organizations, homeschooling, etc.)

5. The 'Flipped Classroom' Blended Learning

Perhaps the most widely known version of blended learning, a 'Flipped Classroom' is one where students are introduced to content at home, and practice working through it at school supported by a teacher and/or peers. In this way, traditional roles for each space are 'flipped.'
Similar to: Remote Blended Learning
Primarily characterized by: the retention of traditional learning forms in new contexts (i.e., studying at school and learning at home)

6. Individual Rotation Blended Learning

The Individual Rotation model allows students to rotate through stations, but on individual schedules set by a teacher or software algorithm. Unlike other rotation models, students do not necessarily rotate to every station; they rotate only to the activities scheduled on their playlists."
Similar to: Mastery-Based Blended Learning
Primarily characterized by: the personalization of student learning as determined by individual schedules that have the chance to better meet the needs of each student

6 Types Of Blended Learning You Probably Haven't Heard Of

7. Project-Based Blended Learning

Blended Project-Based Learning is a model in which the student uses both online learning-either in the form of courses or self-directed access-and face-to-face instruction and collaboration to design, iterate, and publish project-based learning assignments, products, and related artifacts.
Similar to: Self-Directed Blended Learning, Outside-In Blended Learning
Primarily characterized by: the use of online resources to support project-based learning

8. Self-Directed Blended Learning

In Self-Directed blended learning, students use a combination of online and face-to-face learning to guide their own personalized inquiry, achieve formal learning goals, connect with mentors physically and digitally, etc. As the learning is self-directed, the roles of 'online learning' and physical teachers change, and there are no formal online courses to complete.

In Self-Directed blended learning, one challenge for teachers is to be able to judge the and (somehow) success of the learning experience without de-authenticating it.

For students, the challenge is to seek out models of products, processes, and potential that can provide the kind of spark that can sustain learning while being self-aware enough to know what's working and why, and to make adjustments accordingly. Some students need very little to soar, while others need support through very clear pathways that they can guide themselves through with autonomy and self-criticism.
Similar to: Inside-Out Blending Learning, Project-Based Blended Learning
Primarily characterized by: the exchange of traditional academic work for student-centered inquiry

9. Inside-Out Blended Learning

In Inside-Out blended learning, experiences are planned to 'finish' or 'end up' beyond the physical classroom, but still require and benefit from the unique advantages of both physical and digital spaces.

In both the Outside-In and Inside-Out models, the nature of the 'online learning' is less critical than the focus on platforms, spaces, people, and opportunity beyond the school walls. (The 'online' components could be self-directed inquiry and/or formal eLearning courses and curriculum.)

Because the learning pattern is 'outward,' Project-Based blended learning is an excellent example of the Inside-Out learning model.

As with Outside-In blended learning, there is a need for expert guidance, learning feedback, content teaching, and psychological and moral support from face-to-face interactions on a daily basis.

Well-designed, each of the three 'areas' plays to its strengths and complements the other two.
Similar to: Outside-In blended learning, Blended Project-Based Learning
Primarily characterized by: student movement between digital and physical spaces

10. Outside-In Blended Learning

In Outside-In blended learning, experiences are planned to 'start' in the non-academic physical and digital environments students use on a daily basis, but finish inside a classroom.

This could mean traditional letter grades and assessment forms, or less traditional teaching and learning that simply uses the classroom as a 'closed-circuit' publishing 'platform'-a safe space to share, be creative, collaborate, and give and receive feedback that grows student work.

Well-designed, each of the three 'areas' plays to its strengths and complements the other two. While the pattern is Outside-In, unlike Remote blended learning there is still a need for guidance, teaching, and support from face-to-face interactions on a daily basis.
Similar to: Inside-Out Blended Learning
Primarily characterized by: student movement between digital and physical spaces; the potential authenticity of student work

11. Supplemental Blended Learning

In this model, students complete either entirely online work to supplement their day-to-day face-to-face learning, or entirely face-to-face learning experiences to supplement the learning gained in online courses and activities.

The big idea here is supplementing -critical learning objectives are met entirely in one space while the 'opposite' space provides the student with specific supplementing experiences that the other did not or could not provide.

12. Mastery-Based Blended Learning

Students rotate between online and face-to-face learning (activities, assessments, projects, etc.) based on the completion of mastery-based learning objectives.

Assessment design is crucial in any mastery-based learning experience; the ability to use face-to-face and digital assessment tools is either powerful or 'complicated' depending on the mindset of the learning designer.
*Sources include TeachThought, the Christensen Institute and blendedlearning.org

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12 Of The Most Common Types Of Blended Learning

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From Station Rotation and Mastery-Based Learning to the Flipped Classroom, let's take a look at the most common types of Blended Learning.

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Blended Learning: 4 Blended Learning Models

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Advantages of Blended and Distance Learning

Flexibility

Blended learning environments allow students to access a variety of media for multimodal learning-video for visual learning, podcasts for auditory learning, and hands-on activities for kinesthetic learning. Multimodal learning engages students in learning in multiple modalities to reinforce concepts and help students learn more quickly and profoundly than when information is presented in a single mode.

Social atmosphere

Online learning components such as synchronous chats, question and answer sessions, and asynchronous case studies and group work give all students, especially those who tend to be quiet in face-to-face classrooms, the opportunity to speak up in a safe and open learning environment. Moreover, group collaboration can be easily facilitated by allowing students the ability to share files, create discussion threads, and participate in virtual chat. However, the social atmosphere of an online learning environment must be carefully cultivated by the instructor through opportunities for meaningful and effective online interaction.

Reusable learning objects

Materials such as tutorials, simulations, case studies, and assessments can be repurposed for use in other learning environments to save on design and development time. After the initial effort and time to develop these materials, course preparation will be reserved for updating and tweaking course materials as necessary.

Challenges of Blended and Distance Learning

New course design

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Blended and Distance Learning - NIU - Center for Innovative Teaching and Learning

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Blended learning combines face-to-face "methods with computer-mediated activities to form an integrated instructional approach" (Pennsylvania State University, 2009). The term "blended learning," also referred to as "hybrid learning," represents a combination of F2F and online learning activities where computer-mediated activities replace "seat-time" in the classroom.

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by Blaine Smith and Cynthia J. Brame Print Version Cite this guide: Smith, B., & Brame, C. (2014). Blended and Online Learning. Vanderbilt University Center for Teaching. Retrieved [todaysdate] from https://cft.vanderbilt.edu/guides-sub-pages/blended-and-online-learning/. Online courses are those in which at least 80 percent of course content is delivered online.

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Teaching Online - tools and techniques (2013)

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Teaching Online - tools and techniques (2013)

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Teaching Online Tools and Techniques, Options and Opportunities by Nicky Hockly, Lindsay Clandfield (z-lib.org)

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Blended Learning in English Language Teaching: Course Design and Implementation (2013)

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Blended Learning in English Language Teaching: Course Design and Implementation (2013)

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Ensino remoto ou ensino a distância - efeitos da pandemia (2020)

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Ensino remoto ou ensino a distância - efeitos da pandemia (2020)

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Paiva 2020 - Ensino remoto na pandemia (2)

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Restarting and Reinventing School:Learning in the Time of COVID and Beyond (2020)

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Restarting and Reinventing School:Learning in the Time of COVID and Beyond (2020)

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What do we mean by blended learning? (2019)

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What do we mean by blended learning? (2019)

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Blended Learning Definitions

There are two blended learning definitions that are most frequently cited in the literature. These have been suggested by Graham ( 2006), and Garrison and Kanuka ( 2004), and have been cited 2149 and 3116 times, respectively (Google Scholar, Oct 25, 2018). Graham ( 2006) defines blended learning as follows: "Blended learning systems combine face-to-face instruction with computer-mediated instruction" (p. 5). Garrison and Kanuka ( 2004) define blended learning as "the thoughtful integration of classroom face-to-face learning experiences with online learning experiences" (p. 96). Thus, we can conclude that there is general agreement that the key ingredients of blended learning are face-to-face and online instruction or learning.

There are at least three differences worth noting between these two definitions. 1) The first definition is more inclusive when stating there should be a combination (Graham 2006), while the second definition include a quality dimension, i.e. that there should be thoughtful integration (Garrison and Kanuka 2004). 2) The first definition uses the term computer-mediated while the second definition uses the term online. However, these days computers are rarely used offline. 3) The first definition uses the term instruction while the second definition uses the term learning experience. In blended learning research, it is unusual to focus on instruction or learning, instead these are regarded as two sides of the same coin. For example, an empirical study on blended learning commonly describes instructional methods and media and then conducts an evaluation from the learner perspective. For this reason, it can be assumed that blended learning research has an interest in instruction and learning.

A third, slightly less influential, definition was put forth by Allen and Seaman ( 2010, cited 988 times according to Google Scholar, Oct 25, 2018). They define a blended learning course as follows: "Course that blends online and face-to-face delivery. Substantial proportion of the content is delivered online, typically uses online discussions, and typically has a reduced number of face-to-face meetings" (p. 5). The definition is quite like the definition proposed by Graham ( 2006). However, they note that a substantial proportion should be delivered online. In their paper, they also suggest that the proportion of content delivered online should be 30 to 79% in blended learning.

The use of the term blended learning is relatively new. Before the term became widely used, the term hybrid learning was used quite often. These days the terms blended learning and hybrid learning are used interchangeably (Graham 2009; Watson 2008). Similarly to the reviewed blended learning definitions, a hybrid learning environment has been described as combining face-to-face education with access to online learning tools (Hall and Davison 2007). In fact, Olapiriyakul and Scher ( 2006) state the following: "These two terms (hybrid learning and blended learning) are used alternatively, but refer to the same concept." (p. 288). The term hybrid learning might have been more widely adopted in practice than in research, as there are quite few highly cited papers on hybrid learning, as compared with blended learning research.

Blended Learning Models

Following the influential definitions described above, many different blended learning models have been suggested. Blended learning models have commonly focused on physical or surface-level characteristics rather than pedagogical or psychological characteristics (Graham et al. 2014). However, the first model that is described is an exception.

Although not developed specifically for blended learning, one of the most influential blended learning models is the community of inquiry framework. It has been argued that the generic nature of the framework, and that it resonance well with both face-to-face and online learning, make it useful for understanding and designing blended learning (Garrison and Vaughan 2008). A community of inquiry is described as "the ideal and heart of higher education" and "shaped by purposeful, open, and disciplined discourse and reflection" (p. 14). It is based on three types of presence: cognitive presence, teaching presence and social presence. From the perspective of this framework, a community of inquiry is regarded as the ideal higher education experience, no matter whether education is conducted face-to-face, online or blended. Blended learning should thoughtfully integrate classroom face-to-face learning experiences with online learning experiences to enable communities of inquiry.

Watson ( 2008) described blended learning as a major segment of a continuum between fully online and traditional face-to-face settings. The blended learning continuum comprises the following categories: "1) Fully online curriculum with all learning done online and at a distance and no face-to-face component, 2) Fully online curriculum with options for face-to-face instruction, but not required, 3) Mostly or fully online curriculum with select days required in classroom or computer lab, 4) Mostly or fully online curriculum in computer lab or classroom where students meet every day, 5) Classroom instruction with significant, required online components that extend learning beyond the classroom and beyond the school day, 6) Classroom instruction integrating online resources, but limited or no requirements for students to be online, 7) Traditional face-to-face setting with few or no online resources or communication" (p. 6).

Staker and Horn ( 2012) presented four models of blended learning that they argued categorize most blended learning programs across the K-12 sector. These are: 1) The rotation model where students rotate between learning modalities, one of which is online learning. Other modalities include full-class instruction, group projects and individual tutoring. 2) The flex model where content is delivered primarily online and students move on an individually customized schedule. The teacher or other adults provide face-to-face support as needed through activities such as small-group instruction, group projects and individual training. 3) The self-blend model where students take one or more online courses to supplement traditional courses. 4) The enriched-virtual model where students divide their time between attending a campus and learning remotely in an online setting.

Graham ( 2006) described a model to find desirable blends, as opposed to undesirable blends, that take advantage of the strengths and avoid the weaknesses of face-to-face learning and online learning. He illustrated the model by describing different strengths and weaknesses of conducting class discussions in classrooms as compared with online environments. For example, an instructor "might choose to blend the two learning environments, starting with a brief exploratory [face-to-face] discussion to generate excitement for the topic and set the stage for a more in-depth follow-up discussion [in an online] environment" (pp. 18-19).

Blended Learning Conceptualizations

The first three conceptualizations below are based on the three definitions previously described (i.e., Graham 2006; Garrison and Kanuka 2004; Allen and Seaman 2010, respectively). The remaining conceptualizations were identified in the blended learning literature.

The Inclusive Conceptualization

The inclusive conceptualization emphasizes that blended learning should be viewed in an inclusive way. Based on a literature review, the three most common types of blended learning were: combining instructional modalities (or delivery media), combining instructional methods and combining face-to-face and online instruction (Graham 2006). Graham argued that, although the first two positions reflect the interest in influences of media and method on learning, these positions define blended learning so broadly that they would include more or less all learning systems. He suggested that the third position is more useful when putting forth the definition mentioned above: "Blended learning systems combine face-to-face instruction with computer-mediated instruction" (p. 5). However, this definition could also be interpreted quite broadly, since all types of education that combine some aspect of face-to-face or computer-mediated instruction could be labelled blended learning.

On the one hand, it could be argued that the point of blended learning is that it means different things to different people which "illustrate the untapped potential of blended learning" (Driscoll 2002, p. 1). On the other hand, it could be argued to be problematic that there is ambiguity on how to define blended learning (Oliver and Trigwell 2005). Many universities or schools use a learning management system. It can be discussed whether such contexts should be labelled blended learning, or if this has become the conventional education of our time. For example, in one study 612 courses delivered on campus were labelled blended learning courses, based on that there was an available learning management system, which was used to a limited extent in many of the courses (Park et al. 2016).

The Quality Conceptualization

The quality conceptualization of blended learning emphasizes the improvement of quality, or other positive effects, by thoughtfully integrating benefits of face-to-face and online learning. As noted above, Garrison and Kanuka ( 2004) defined blended learning as "the thoughtful integration of classroom face-to-face learning experiences with online learning experiences" (p. 96). They distinguished blended learning from that of enhanced classroom or fully online learning experiences, although they recognized that the boundaries between these concepts are not clear. Garrison and Kanuka acknowledged the great complexity of blended learning since no two blended learning designs are identical. They suggested that the term blended learning should be used when face-to-face and online learning are integrated and done so in a thoughtful way.

Many studies have maintained that the aim should be that face-to-face and online teaching and learning should complement each other, by combining different advantages (e.g., Bicen et al. 2014; Cakir and Bichelmeyer 2016; Deschacht and Goeman 2015). However, it is often not specified what these advantages actually are, although there are exceptions. For example, Zacharis ( 2015) suggested that blended learning could support learning beyond the classroom. Thus, since teachers and learners have limited time in the classroom, a seminar might continue in an online setting by using a discussion board or other media. A similar example is to prepare students for face-to-face activities, such as the flipped classroom approach where "the participants accessed the learning materials such as video lectures at home, so that in-class face-to-face time was used for classroom discussion on the subject, and for carrying out student-centered learning activities such as group work" (Tan and Hew 2016, p. 22).

The Quantity Conceptualization

The quantity conceptualization of blended learning emphasizes the quantity of face-to-face and online learning. As previously mentioned, Allen and Seaman ( 2010) defined a blended learning course as follows: "Course that blends online and face-to-face delivery. Substantial proportion of the content is delivered online, typically uses online discussions, and typically has a reduced number of face-to-face meetings" (p. 5). They also suggested that the proportion of content delivered online should be 30 to 79% in blended learning.

There are different examples of how to enumerate the necessary quantity of face-to-face and online teaching and learning in the literature. Bernard et al. ( 2014) stated that at least 50% of total course time should be face-to-face in order to be included in their meta-analysis of blended learning and technology use in higher education. Porter et al. ( 2014) reviewed universities' blended learning definition, where the percentage of required online instruction typically was around 50%. Diep et al. ( 2017) studied two different blended learning modes, one with 25% online and the other with 50% online. There are also more specific examples in the literature. For example, Zacharis ( 2015) illustrated the transformation from a campus based course into a blended learning course by reducing class time: "From being a traditional campus based fulltime course, it has evolved into a blended learning course in which online activities replaced 16 h of classroom lectures with online self-study modules" (Zacharis 2015, p. 48). Another paper focused on a course that included "two hours per week in a computer lab, two hours per week synchronously on the Internet, and, [communication] asynchronously on the Internet" (Bicen et al. 2014, p. 536).

The Synchronous Conceptualization

The synchronous conceptualization of blended learning emphasizes teaching and learning that occur in real-time and include both campus and online learners. Blended synchronous learning has been defined as follows: "Learning and teaching where remote students participate in face-to-face classes by means of rich-media synchronous technologies such as video conferencing, web conferencing, or virtual worlds" (Bower et al. 2015, p. 1). It is characterized by using different technologies to support synchronous class discussion, problem solving and collaboration, and student interaction (Bower et al. 2014). This conceptualization includes varying degrees of technological complexity, ranging from inviting online students to participate in scheduled campus classes via Skype on iPads and laptops (Cunningham 2014) to collaborative learning across physical and virtual worlds (Bower et al. 2017).

The Digital Classroom Conceptualization

The digital classroom conceptualization of blended learning emphasizes the use of online technologies in the classroom. Blended learning is commonly used to describe the use of digital technology in the classroom. Many such studies are conducted in K-12 settings (e.g., Cakir and Bichelmeyer 2016; Hong et al. 2016; Smith and Suzuki 2015), although there are also such papers from higher education settings (e.g., Jou et al. 2016; van Niekerk and Webb 2016). An example is a study where students accessed multimedia lessons by using a tablet computer and earphones that they received when entering the classroom (Smith and Suzuki 2015). Another study evaluated a curriculum with online and hardcopy materials that was developed to be used in schools (Cakir and Bichelmeyer 2016).

Other Conceptualizations

In a critical review, Oliver and Trigwell ( 2005) concluded that the term blended learning simply require two or more different kinds of things that can then be mixed. They identified the following different types of mixes: mixing e-learning with traditional learning, mixing online learning with face-to-face, mixing media, mixed contexts, mixing theories of learning, mixed learning objectives and mixed pedagogics. Oliver and Trigwell argued that the breadth of interpretations means that almost anything can be regarded as blended learning. More than a decade later, there are still many different conceptualizations of blended learning in the literature. Suggestions include that blended learning should thoughtfully integrate different instructional methods (Alammary et al. 2014), employ active learning strategies and a variety of pedagogical approaches (Zacharis 2015), include both asynchronous and synchronous online learning (Diep et al. 2017), provide access to rich learning materials and course content, and to facilitate rapid feedback on course progress of students through in-class meetings and online tools (Cakir and Bichelmeyer 2016). These conceptualizations do not seem aligned with the reviewed definitions.

Recommendations for Research and Practice

Based on the discussion of different definitions, models and conceptualizations of blended learning, recommendation for research and practice are suggested.

Blended Learning Has Become an Umbrella Term

The inclusive conceptualization posits that any combination of face-to-face and online learning could be described as blended learning. More than a decade ago it was argued that blended learning could take on many different means (Driscoll 2002; Oliver and Trigwell 2005). Some argued that the point of blended learning is that it means different things to different people (Driscoll 2002), while others found it be problematic that there is ambiguity on how to define blended learning (Oliver and Trigwell 2005). In an intentionally provocative foreword to The Handbook of Blended Learning (Bonk and Graham 2006), Cross ( 2006) described blended learning as "a stepping-stone on the way to the future", but also argued that blended learning is a transitionary term that would end up in the dust-bin, together with other forgotten terms, such as programmed instruction. He could not imagine unblended learning. Today the term blended learning seems to be more popular than ever. It seems to have become a mainstream term that describes "modern education" that aim to take advantage of online technologies. Blended learning is, for example, used to describe the use of learning management systems as a complement to campus education and the use of digital technology in K-12 classrooms. If conceptualizing blended learning in such a broad way, we can expect that most education institutions conduct blended learning, or will, in the near future. Two conclusions might be drawn.

One conclusion would be to encourage more specific ways of defining blended learning (Oliver and Trigwell 2005). However, considering the popularity and diverse use of the term, maybe it is more realistic to accept that blended learning has become an umbrella term that describes the use of technology in education. There are many subsets of blended learning, such as the different conceptualizations discussed in this paper. The term has become adopted by researchers and practitioners in a way that other terms, such as computer-assisted learning or technology-enhanced learning, never were.

Provide a Detailed Description of What Blended Learning Means to you

Since blended learning could mean many different things, it is important that researchers and practitioners carefully explain what blended learning means to them. The quality and quantity conceptualizations attempt to move beyond the fact that face-to-face and online learning is combined in some way. The quality conceptualization emphasizes the improvement of quality, or other positive effects, by thoughtfully integrating benefits of face-to-face and online learning. If drawing on this conceptualization, researchers and practitioners should be expected to carefully consider how different face-to-face and online learning activities have been thoughtfully integrated. For example, the model on desirable blends might be used (Graham 2006). Following the model, the strengths and weaknesses of different face-to-face and online learning activities could be analyzed. Then, the challenge is to integrate the benefits of the chosen learning activities to identify a desirable blend. The quantity conceptualization emphasizes that substantial parts of the course need to occur in face-to-face settings and substantial parts in online settings. If drawing on this conceptualization, it needs to be described to what extent a course is conducted in face-to-face vis-à-vis online settings, and motivate why.

Use Other more Descriptive Terms as a Complement or Replacement

Based on the conclusion that blended learning means very different things, other more specific, descriptive terms should be considered as a complement or replacement to blended learning when appropriate. The synchronous conceptualization is underlined by a clear definition, specifically used to describe teaching and learning that occur in real-time and include both campus and online learners (Bower et al. 2015). Another example is the flipped classroom model, which in turn, has been described to be part of the enriched-virtual model of blended learning (Staker and Horn 2012). It is likely that papers that use more specific terms, such as blended synchronous learning or flipped classroom, can be found among the huge number of papers that fits under the inclusive blended learning umbrella. More specific terms and conceptualizations is a foundation for sub-communities that deeply explore foundational ideas and contribute to a cumulative tradition (Kane and Alavi 2007; Kuhn 1962).

Conclusion

The breadth of conceptualizations means that essentially all types of education that include some aspect of face-to-face learning and online learning are being described as blended learning in the literature. Since blended learning seems to mean many things, it is important that researchers and practitioners carefully describe what blended learning means to them. Blended learning is also used to describe other blends, such as combining different instructional methods, pedagogical approaches or technologies, although these blends are not aligned with the most influential blended learning definitions. It was suggested that researchers and practitioners should carefully consider whether using a more specific, descriptive term as a complement or replacement to blended learning when appropriate. Further research and debate are necessary in order to further develop definitions, models and conceptualizations of blended learning. What do we mean by blended learning? What fits under the blended learning umbrella? What are we blending? How are we blending? Why are we blending?

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Division of Digital Learning, KTH Royal Institute of Technology, Osquars backe 31, SE-100 44, Stockholm, Sweden

Stefan Hrastinski

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Hrastinski, S. What Do We Mean by Blended Learning?. TechTrends 63, 564-569 (2019). https://doi.org/10.1007/s11528-019-00375-5
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Keywords

Blended learning

Definitions

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The term blended learning is used frequently, but there is ambiguity about what is meant. What do we mean by blended learning? What, how and why are we blending? In this paper different definitions, models and conceptualizations of blended learning and their implications are discussed.

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The Online Learning Idea Book 95 Proven Ways to Enhance Technology-Based and Blended Learning by Patti Shank (z-lib.org)