Blended Learning: Research Perspectives
Blended Learning: Driving Forward Without a Definition
In this 2004 paper, Stephen Laster of Babson College (now at Harvard Business School) shares thoughts on defining blended learning.
Following is the introduction to the paper, read the attached for the remainder:
INTRODUCTION
This past summer I had the pleasure of participating in the Sloan-C Online Research Workshop. Working with a large group of energetic educators, we were able to examine the issues of student satisfaction, learning effectiveness, blended environments, and transformative assessment. I facilitated the conversation around blended learning in which a productive exchange of ideas took place.
In the realm of blended learning, I was struck by the large number of educators and institutions who are delivering blended experiences and by the large number of definitions applied to blended learning. At one extreme, one could argue that “blended” learning can be any kind of learning. However, in an applied view, one generally equates blended learning to a teaching and learning experience that uses technology. Within the bounds of the applied view, great variability still exists around a firmly established blended learning definition.
The fluid definition of blended learning is simultaneously a strength and weakness of our current understanding and practice. The strength is
that it leaves the door open for innovation and experimentation. New ideas are readily applied supporting conceptual and practical advances in the blended field. Experimentation continues to be embraced and lessons learned are collected and distilled. In this “research system,” the fluid definition allows ideas to easily enter, flourish, and contribute to the advancement of our understanding of blended learning.
The weakness is a potential lack of benchmark from which to measure performance and success. The “system” (the entire body of activity that develops, delivers, and evaluates blended learning) is so consumed with works in process that it becomes difficult to develop common concepts
that can be measured across students, institutions, and time. Today’s blended course may look nothing like next semester’s offering, even though the learning objectives will have remained constant.
A mature or stable definition provides a solid foundation from which to measure and provides an environment where change is potentially easier to manage. However, the risk of developing and implementing a definition prematurely is that it inhibits creativity before arriving at themost productive understanding of blended learning. In essence, we are arguably best served by an environment where we have shared understandings of blended learning concepts, from which we can measure outcomes and performance (perhaps through the lens of Sloan-C Pillars), manage risk and investment trade-offs, but where our ability to experiment is unfettered.
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Re: Blended Learning: Driving Forward Without a Definition
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Re: Blended Learning: Driving Forward Without a Definition
As always, you are again here with a good read and well presented post. Its very nice to hear that all the others have supported blended and had shared all their experience with you. Yes very truly said, that mature or solid definition provides you with a sound and solid foundation.
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Re: Blended Learning: Driving Forward Without a Definition
As with all education/teaching, any methodology requires a solid philosophy. In other words, teaching technique derives from sound research principals which determine a philosophy of learning. Each teacher's methodology and technique is unique, but is derived from common scientific research on how the brain works. I'm speaking directly from the world of second language teaching, keep in mind. I think you have to start with research, not experience. Classroom examples are nice and interesting, but we should start at the other end of the spectrum, with some sound research, and then we can measure our methods against that. I taught in Kyoto Japan for one year at Doshisha Girls' High School, right after grad school in English language and linguistics degree (really a TESL degree) and was able to test methodology against research I'd read in school, on how the brain aquires language. I had little experience teaching at that point, but i was the best teacher because I had a philosophy based on sound reasearch.
Re: Blended Learning: Driving Forward Without a Definition
Blended learning can be every bit as successful as classroom learning if the course structure is strong enough. Its a method of Education that utilises technology to teach yet doesn't take advantage in technological advancements such as interactive assessments, video work groups with Sky peer-to-peer technology. Once courses embrace this technology the value students get from courses will be greatly enhanced.
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Re: Blended Learning: Driving Forward Without a Definition
learning can be any kind of learning. However, in an applied view, one generally equates blended learning to a teaching and learning experience that uses technology. Within the bounds of the applied view, great variability still exists around a firmly established blended learning definition.
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Re: Blended Learning: Driving Forward Without a Definition
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Re: Blended Learning: Driving Forward Without a Definition
Yeah, i would second that. It seems really nice to know that all others have really supported and shared all of their experiences. how about a another post like this one ? I really enjoyed this one.
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Re: Blended Learning: Driving Forward Without a Definition
The fluid definition of blended learning is simultaneously a strength and weakness of our current understanding and practice. It is a great topic for research paper writing in university.
Re: Blended Learning: Driving Forward Without a Definition
You will always find new ideas in blended field and it keeps on going!...it was nice to hear that you could find other educators supporting blended learning that will surely lead us to evolutions in educational field...BTW just Dugg this post!
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Driving forward without running stop sign or stop light and hit from the side who is at fault?
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Re: Blended Learning: Driving Forward Without a Definition
I'm glad to see that these other educators you met with are open to the blended learning that is so important with ongoing education these days. Traditions need to cease, education needs to evolve and high school applications of this teaching methodology need to applied as well.
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"A mature or stable definition provides a solid foundation from which to measure and provides an environment where change is potentially easier to manage." It is really wonderful & is helpful for many institutions.
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New ideas are readily applied supporting conceptual and practical advances in the blended field. Experimentation continues to be embraced and lessons learned are collected and distilled. Date Ideas
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It os also used to describe learning that mixes various event-based activities, including face-to-face classrooms, live e-learning, and self-paced instruction. low iron glass
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In essence, we are arguably best served by an environment where we have shared understandings of blended learning concepts, from which we can measure outcomes and performance (perhaps through the lens of Sloan-C Pillars), manage risk and investment trade-offs, but where our ability to experiment is unfettered.
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The term blended learning is used to describe a solution that combines several different delivery methods, such as collaboration software, Web-based courses, EPSS, and knowledge management practices.
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Investment is of crucial importance
Investment is of crucial importance because the capacity of production of the economy depends on the capital available to produce. The existences of capital increase when the companies buy new tools, new buildings, new computers, new machines etc, etc, in order to help produce consumption goods. Investment is a flow that increases the existence of capital in the economy. But, of course capital runs out when it is used. One part becomes rusted; another part gets damaged, while there is another that is thrown out when it is no longer useful. Economists call all of the flows that reduce the existence of capital, depreciation.
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The learning process can only be totally be effective if it is in the blended , according to the author, i certainly think that it is right , the author does make a point on this topic by saying that this indeed is true process of learning.
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Re: Blended Learning: Driving Forward Without a Definition
The term blended learning is a term used to describe an educational course in which a mixture of face to face student/teacher instruction and online instruction are used together for any given class. The most exciting part of this process is to decide how to transform the teaching and learning experience into one, so that the student's creativity and thinking skills are enhanced to a higher degree.
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Re: Blended Learning: Driving Forward Without a Definition
The term blended learning is used to describe a solution that combines several different delivery methods, such as collaboration software, Web-based courses, EPSS, and knowledge management practices. It os also used to describe learning that mixes various event-based activities, including face-to-face classrooms, live e-learning, and self-paced instruction.
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Well this is certainly the right techinique for imparting knowledge , this is the best method to convey your messages to the audience , so it has to be blended anyways.
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I'm glad to see that these other educators you met with are open to the blended learning that is so important with ongoing education these days. Traditions need to cease, education needs to evolve and high school applications of this teaching methodology need to applied as well.
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Blended learning expands the possibilities for the quality and quantity of human interaction in an instructional setting. Learners can be more independent and self-reliance in their own learning.
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The “system” (the entire body of activity that develops, delivers, and evaluates blended learning) is so consumed with works in process that it becomes difficult to develop common concepts.
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Great article and I'm glad to see that these other educators you met with are open to the blended learning that is so important with ongoing education these days. Traditions need to cease, education needs to evolve and high school applications of this teaching methodology need to applied as well. Too often, students will drop out due to teacher ignorance and bland teaching and go get a high school diploma online that can offer more tangible potential. If high school teachers would listen to your wisdom and read your book, teaching would be affected on the front lines.
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