WHAT IS BLENDED LEARNING?

There are various definitions of the term blended learning. The different definitions of blended learning serve to indicate to us the complexity, adaptability, and richness of this form of learning. Blended learning means different things to different people and therein lies its widely untapped potential (Driscoll, 2002). The researcher will present a few definitions of blended learning by leading authors on blended learning in the discussion on blended learning.

There is a shift in the educational paradigm from the rigid teacher centred approach to a learner centred approach as innovations in new technologies offer “new ways to think of producing, distributing and consuming academic material” (Seely Brown & Duguid, 2000, p210). As technology becomes more advanced there are more opportunities for a learning centred approach. Kim (2007) asserts that the most natural form of learning is blended learning, as both traditional classroom learning and e-learning have strengths and weaknesses, and so to combine the strengths of both seems natural. Technology alone will not create the ideal learning environment (Luca, 2006). As indicated by Driscoll (2002) the importance of the blended learning arises from the failure of purely online learning to meet the training needs of organizations. This idea is supported by Singh and Reed (2001) who cite research from Stanford University and the University of Tennessee when they suggest that blended learning is better than both traditional methods and technology alone.

Blended learning incorporates different modes of delivery to enhance the learning experience and to provide the most efficient and effective instruction experience.

46 Carman (2002, p1) quotes the e-learning guru Elliott Masie who says "People are not single-method learners!”. Masie puts it simply: “We are, as a species, blended learners.” If this is true then people perform better when they have a mix of modalities and methods of learning. Blended learning is the combination of multiple approaches to pedagogy or teaching. For example: self-paced, collaborative or inquiry-based study. Blended learning can be accomplished through the use of 'blended' virtual and physical resources. Examples include combinations of technology-based materials and traditional print materials (Wikipedia). While there is a wide variety of responses to the question of what is being blended (Driscoll, 2002), most of the definitions are just variations of a few common themes. The three most commonly mentioned definitions as documented by Graham, Allen, and Ure (2003) are that blended learning is the combining of instructional modalities (or delivery media), the combining of instructional methods and the combining of online and face-to-face instruction.

Rossett, Douglis and Frazee (2003) say that a blend is an “integrated strategy for delivering on promises on learning and performance.” Blending involves “a planned combination of approaches, such as the coaching by a supervisor; participation in an online class; breakfast with colleagues; competency descriptions; reading on the beach; reference to a manual;

collegial relationships; and participation in seminars, workshops, and online communities".

Osguthorpe and Graham (2003) identify blended learning as the combination of face to face learning with distance education delivery systems. Further Kerres and de Wit (2003) define blended learning as a combination of technology based learning with face to face learning.

Additionally Graham (2005) portrays blended learning as a mix of the best of two worlds and describes blended learning as a junction of traditional face to face learning which have been around for many years and distributed learning environments which have began to grow as new technologies expand (Graham, 2005, p5).

Blended learning incorporates different modes of delivery to enhance the learning experience and to provide the most efficient and effective instruction experience. Singh and Reed (2001, p2) suggest that in developing an efficient and effective blended learning model consideration should be given to the achievement of the learning outcomes when using the

‘right technology’ to match the learning styles of the learner. Therefore, blended learning involves the use of an appropriate mix of delivery techniques and technologies, to enrich the learning experience and to achieved the outcomes of this learning (Maguire and Zhang, 2006).

47 The blended learning approach can consist of a number of possibilities. These can be

“formal and informal, technology and people based, independent and convivial, directive and discovery orientated” (Rossett, Douglis & Frazee, 2003). Driscoll (2002) states that blended learning refers to four different concepts, combining web based technology to accomplish an educational goal, combing various pedagogical approaches to produce an optimal learning outcome, combining any form of instructional technology with face to face learning and combining any form of instructional technology with actual tasks to create effective learning.

Furthermore Heinze and Procter (2004, p12) have developed the following definition for blended learning in higher education: “Blended learning is learning that is facilitated by the effective combination of different modes of delivery, models of teaching and styles of learning, and is based on transparent communication amongst all parties involved with a course.”

Kim (2007) identifies three key dimensions in classifying learning in order to define blended learning. The first dimension is physical and class based or virtual where physical learning is the traditional classroom learning situation and virtual learning refers to e learning with no instructor present, formal or informal learning where formal learning is associated with learning for a qualification and informal not, and scheduled or self paced where scheduled learning proceeds on a fixed schedule and self paced does not.

Another conceptualization is provide by Valiathan (2002, p1) who defines blended learning as a learning solution implying by this definition that there is varied delivery media (non technology based on site and technology based online), varied learning events (self paced- individual and collaborative- group based) and electronic performance support(instruction) and knowledge management (information). She explains blends in terms of different approaches to learning: Skill-driven learning, which combines self-paced learning with instructor or facilitator supported learning to develop specific knowledge and skills;

Attitude-driven learning, which mixes various events and delivery media to develop specific behaviors; and Competency-driven learning, which blends performance support tools with knowledge management resources and mentoring to develop workplace competencies.

Here, Valiathan links purposes (intended learning outcomes) to the delivery mechanism and the various approaches to teaching.

48 Blended learning is multifaceted and different authors have their own interpretations (Hassana & Woodcock, no date). All the definitions agree firstly that there is a blend of different delivery modes and secondly that there is some use of technology.

The researcher believes that the definition of blended learning that best reflects the blended learning of the ISP is that proposed by Singh and Reed (2001, p2): Blended learning focuses on optimizing the achievement of learning objectives by applying the “right”

learning technologies to match the “right” personal learning style to transfer the “right”

skills to the “right” person at the “right” time. The principles established by this definition are, focus on matching the appropriate technology to achieve the learning objective, the acknowledgment of individual learning styles and the level of knowledge varies according to the individual. Although technology has changed considerably, DVD still appeared to be the most appropriate technology for the 2009 ISP since it was easily available and accessible to the majority of learners and to the schools they attended. DVD was used as an ingredient in the blended learning approach reported in this research project. Blended learning in the context of this study is defined as employing a variety of appropriate methods of delivery to enhance the teaching and learning process. These methods will be illustrated further on in Chapter Three and Chapter Four.

Blended learning is gaining ever increasing popularity in the teaching and learning scenarios around the world. In the next section the researcher will explore reasons for choosing blended learning.