Blended learning is defined by the Ministry of Education as a teaching strategy that “combines the support of classroom learning with the flexibility of e-learning” (2013). A growing trend in the education system is the application of various mediums of technology to the learning process. Technology is an essential component of blended learning as it allows students to engage in learning both in and out of the classroom. In a blended learning classroom, students use an abundance of online tools to collaborate with each other and with their teacher, such as e-mail, discussion boards, blogs, instant messaging, and online calendars (Ministry of Education, 2013). These online tools supplement the learning that goes on inside the classroom and allow for a greater degree of communication between students and teachers. However, an essential component of a blended classroom is still traditional classroom learning, which involves face-to-face interaction between students and teachers. Essentially, blended learning attempts to bridge the gap between the traditional classroom and an e-learning classroom. Accomplishing this task, however, is not always as easy as it may seem.
According to VanDerLinden (2014), “ a challenge of blended learning is effectively linking the two mediums (face-to-face and online) so that the two reinforce each other and create a single, unified course.” Implementing blended learning as a teaching strategy into a classroom just for the sake of calling it a blended learning classroom is not good enough. Teachers need to create a meaningful fusion of face-to-face interaction and online tools that enhances the learning environment. This requires a deeper understanding of how technology and various online tools, in conjunction with traditional strategies, can benefit both teaching and learning. Therefore, teachers need to be strategic in their approach to blended learning. According to Rowley and Sherman (2001), “A strategic approach to blended learning is not prescriptive, nor is it a fixed plan. Rather, a strategic approach provides an overarching plan framed by the leadership with clear support structures.” Teachers must be open to change and able to adapt to the needs of their students and the ever-changing realm of technology. For this reason, teachers cannot simply create a single, fixed plan for a blended learning classroom; rather, the plan must adapt to suit changing circumstances and student personalities. In this case, technology, such as mobile devices, and online tools, such as Google Docs, become the structures that support the blended learning plan. As discussed in the video, Thoughts on the State of Mobile Learning, teachers should not use technology to change their classroom, rather they should imagine what they want their classroom to look like and then apply the technology that will support this vision (2011).
When it comes to the effect that the blended learning environment has on student learning, VanDerLinden (2014) discusses the opportunity to create transformational learning experiences. Such transformational learning experiences involve critical reflection on one’s own understanding that leads to a shift in his or her frame of reference (VanDerLinden, 2014). Transformational learning experiences are especially possible in a blended learning environment as there is increased possibility for collaboration between students involving the sharing of ideas and constructive criticisms of each other’s work. This type of collaboration is more likely to occur in a blended learning environment that implements online discussion boards and other online collaborative tools that can support and supplement student interaction in the classroom.
As discussed in a recent news article from The Journal, blended learning also allows for greater opportunity for personalized learning (Schaffhauser, 2015). This article examines the integration of blended learning in K-12 schools in Ohio and found that the primary rationale for this integration was opportunity for personalized leaning. Blended learning environments have more support—in the form of technology and online tools—to meet the needs of a diverse range of students and personalize their learning experience. However, as the study found, only 71 percent of high schools and 10 percent of elementary schools in Ohio are actively implementing blended learning (Schaffhauser, 2015). It is my hope that as the education system develops in the future that more schools will begin to implement blended learning.
References:
Abilene Christian University (2011). Thoughts on the State of Mobile Learning.
https://www.youtube.com/watch?v=AQgCXEoTap4
Ministry of Education (2013). Blended Learning. http://www.edu.gov.on.ca/elearning/blend.html
Rowley, D., and Sherman, H. (2001). From Strategy to Change: Implementing the Plan in Higher Education. San Francisco, CA: Jossey-Bass.
Schaffhauser, D. (2015). Ohio Schools Go Big with Blended Learning. The Journal.
https://thejournal.com/articles/2015/10/20/ohio-schools-go-big-with-blended- learning.aspx
VanDerLinden, K. (2014). Blended Learning as Transformational Institutional Learning. New Directions For Higher Education. No. 165. pp. 75-85.
According to VanDerLinden (2014), “ a challenge of blended learning is effectively linking the two mediums (face-to-face and online) so that the two reinforce each other and create a single, unified course.” Implementing blended learning as a teaching strategy into a classroom just for the sake of calling it a blended learning classroom is not good enough. Teachers need to create a meaningful fusion of face-to-face interaction and online tools that enhances the learning environment. This requires a deeper understanding of how technology and various online tools, in conjunction with traditional strategies, can benefit both teaching and learning. Therefore, teachers need to be strategic in their approach to blended learning. According to Rowley and Sherman (2001), “A strategic approach to blended learning is not prescriptive, nor is it a fixed plan. Rather, a strategic approach provides an overarching plan framed by the leadership with clear support structures.” Teachers must be open to change and able to adapt to the needs of their students and the ever-changing realm of technology. For this reason, teachers cannot simply create a single, fixed plan for a blended learning classroom; rather, the plan must adapt to suit changing circumstances and student personalities. In this case, technology, such as mobile devices, and online tools, such as Google Docs, become the structures that support the blended learning plan. As discussed in the video, Thoughts on the State of Mobile Learning, teachers should not use technology to change their classroom, rather they should imagine what they want their classroom to look like and then apply the technology that will support this vision (2011).
When it comes to the effect that the blended learning environment has on student learning, VanDerLinden (2014) discusses the opportunity to create transformational learning experiences. Such transformational learning experiences involve critical reflection on one’s own understanding that leads to a shift in his or her frame of reference (VanDerLinden, 2014). Transformational learning experiences are especially possible in a blended learning environment as there is increased possibility for collaboration between students involving the sharing of ideas and constructive criticisms of each other’s work. This type of collaboration is more likely to occur in a blended learning environment that implements online discussion boards and other online collaborative tools that can support and supplement student interaction in the classroom.
As discussed in a recent news article from The Journal, blended learning also allows for greater opportunity for personalized learning (Schaffhauser, 2015). This article examines the integration of blended learning in K-12 schools in Ohio and found that the primary rationale for this integration was opportunity for personalized leaning. Blended learning environments have more support—in the form of technology and online tools—to meet the needs of a diverse range of students and personalize their learning experience. However, as the study found, only 71 percent of high schools and 10 percent of elementary schools in Ohio are actively implementing blended learning (Schaffhauser, 2015). It is my hope that as the education system develops in the future that more schools will begin to implement blended learning.
References:
Abilene Christian University (2011). Thoughts on the State of Mobile Learning.
https://www.youtube.com/watch?v=AQgCXEoTap4
Ministry of Education (2013). Blended Learning. http://www.edu.gov.on.ca/elearning/blend.html
Rowley, D., and Sherman, H. (2001). From Strategy to Change: Implementing the Plan in Higher Education. San Francisco, CA: Jossey-Bass.
Schaffhauser, D. (2015). Ohio Schools Go Big with Blended Learning. The Journal.
https://thejournal.com/articles/2015/10/20/ohio-schools-go-big-with-blended- learning.aspx
VanDerLinden, K. (2014). Blended Learning as Transformational Institutional Learning. New Directions For Higher Education. No. 165. pp. 75-85.