Models of Blended Learning

Educational Models

Blending: It’s All Local

Near campus

Lecture Capture

Online

Blended

On campus

Far from campus

Face-to-Face

FullyF2F

FullyOnline

BlendedLearning

ì í î

EE MM WW

Blended Learning as a Mixed Mode

A Value-Added Structure for Blended Learning

EnablingBlends

Paradigm Shift

Access

EnhancingBlends

Incremental Pedagogy

TransformingBlends

Charles Graham 2006

What Vaughan, Power, and Norberg are Thinking about Blended Learning

On Campus/Online

Advantages/Disadvantages

Time/ Place

Synchronous/Asynchronous

Blended Learning

Blended Learning Conceptualization

ConventionalFace to Face Classroom

Fully

Online

Blended

Picciano, A.G, & Dziuban, C. (2007). Blended learning: Research perspectives. Needham, MA:

The Sloan Consortium.http://www.sloan-c.org/publications/books/index.asp

Blended Learning Conceptualization

ConventionalFace to Face Classroom

Fully Online

Minimal Technology/Media

Technology/Media Infused

Blended Blended

Blended Blended

Students meet f2f – teacher uses simple technology such as email, or web for e-lectures.

Students meet f2f – teacher uses technology such as simulations, tutorials, digital video.

Students meet online - teacher uses simple technology such as CMS, electronic bulletin boards.

Students meet online – teacher uses advanced technology such as interactive videoconferencing

Synthesis/ Evaluation (Assignments/Assessment)

Papers, Tests, Student Presentations (PPT, Youtube), E-Portfolios

Blending with Purpose – The Multimodal Model

Reflection

(Blog,Journal)

Collaboration/Student Generated Content

(Wiki)

Social/Emotional (F2F)

Dialectic/Questioning

(Discussion Board)

Content

(CMS/Media/MUVE)

Blending with

Purpose

Pedagogical Objectives/Activities -> Technology

Synthesis/ Evaluation (Assignments/Assessment)

Papers, Tests, Student Presentations (PPT, Youtube), E-Portfolios

Reflection

(Blog,Journal)

Collaboration/Student Generated Content

(Wiki)

Social/Emotional (F2F)

Dialectic/Questioning

(Discussion Board)

Blending with

Purpose

Content (CMS/Media/MUVE)

Blending with Purpose – The Multimodal Model

An Institutional Model of Technology and Enhanced Learning

TechnologyAugmented

(E)

Faculty Initiative Institutional Initiative

Blended(M)

FullyOnline

(W)

Access andTransformationEnhancement Engagement

Learning Management

Systems

Web 2.0

Lecture Capture

Blended Learning as a Boundary Object

BL

Vice Provosts

Librarians

CIOs

Deans

Faculty

Students

Journalists

Provosts

Department Chairs Instructional

Designers

Evaluators

Presidents

Graham, Ure, & Allen (2003, July)Blended Learning EnvironmentsA Lit Review/Proposed Research Agenda

Graham, Ure, & Allen (2003, July)Blended Learning EnvironmentsA Literature Review and Proposed Research Agenda

TICKIT Model (Bonk & Ehman, 2003)

Campus-based blended learning approach

Face-to-Face Learning Experiences

OnlineLearning Experiences

Integration

Vaughan, N. (2010). Designing for a blended community of inquiry. In Blended learning in Finland. Retreived from http://www.helsinki.fi/valtiotieteellinen/julkaisut/blended_learning_Finland.pdf

Community of inquiry framework

Social Presence

Supporting Discourse

EDUCATIONAL EXPERIENCE

Selecting Content

SettingClimate

Cognitive Presence

Teaching Presence(Structure/Process)

Garrison, D.R., Vaughan, N.D. (2008). Blended learning in higher education: Framework, principles, and guidelines. San Francisco: Jossey-Bass.

Blended Online Learning Environment

Model of Blended Learning

Liu &Hwang (2009)

• Figure 1: The components of paradigm shifts in e-learning• British Journal of Educational Technology Vol. 41, 2 Pages: E1-E9

Liu & Hwang (2009)

Figure 2: System architecture of the context-aware u-learning environment

British Journal of Educational Technology Vol. 41, 2 Pages: E1-E9

The Supplemental Model• The Supplemental Model• The supplemental model retains the basic structure of the traditional course and

uses technology resources to supplement traditional lectures and textbooks.• The supplemental model for blended learning incorporates technology into the

instructional approach of the course, but does not alter its basic structure. Students may be required to complete online readings or activities, or participate in lab sessions. However, there is no reduction in course meeting time under the supplemental model; a three-hour course would still meet in-class for three hours per week.

• Example: UMass Amherst Introduction to Biology• This introductory biology course utilized online preparatory materials to alert

students to learning objectives and key concepts in advance of their lecture meetings. In addition, the course offered online quizzes to allow students to monitor their own progress and mastery of the course content..

(Penn State University, 2009)

The Replacement Model• The replacement model reduces the number of in-class meetings, or classroom

"seat-time," and:• replaces some in-class time with out-of-class, online, interactive learning activities • makes significant changes in remaining in-class meetings.• Under a replacement model, there are fundamental changes to the course. Unlike

the supplemental model, the online resources in a replacement model are fully integrated into the overall instructional effort. The online content acts as a replacement for time that would have been spent in a lecture hall. Consequently, the nature of the in-class activities is changed as well. Instead of traditional lectures, in-class time is freed for more interactive, collaborative learning experiences.

• Example: BYU English Composition• In this course, in-class time was reduced from three hours to one. Lectures were

replaced by a series of interactive multimedia lessons. The in-class time was altered to allow for students to meet with peers in small groups. These group meetings provided students the opportunity to review their team members' works and offer feedback and suggestions. (Penn State University, 2009)

The Emporium Model• The emporium model eliminates all class meetings and replaces them with a

learning resource center. This resource center, typically a large computer lab, offers access to course online materials in addition to live assistance and guidance.

• The emporium model is a radical reconceptualization of the traditional course. Though attendance at the learning center can be required, there are no longer lectures in a traditional sense. Course content is delivered via online materials, and in-person help is provided in the learning resource center.

• Example: Virginia Tech Linear Algebra• Using a 500-seat computer lab and a combination of online resources (modular

tutorials, streaming video, and quizzing), Virginia Tech replaced 30 traditional lecture-based course sections into one large course which served 1,500 students. The lab allowed access to students 24x7, and provided live support to students with roving instructors, teaching assistants, and peer tutors.

(Penn State University, 2009)

Challenge of Environment

(Graham, 2004)

Khan’s Octagonal Framework

Open University Malaysia’s blended learning model

Kaur, A. & Ahmed , A. (2005) Open distance pedagogy: Developing a learning mix for the Open University Malaysia. In C.J. Bonk & C. R. Graham (Eds.) The handbook of blended learning (pp. 311-324). San Francisco: Pfeiffer.

Convergence of traditional and distributed environments

Bonk, C. J. & Graham, C. R. (Eds.). (2005). Handbook of blended learning: Global Perspectives, local designs. San Francisco, CA: Pfeiffer Publishing.

Corporate Models

Blended Learning Components

(By, Consulting For Results, 2009)

Blended Learning Theories (Carman, 2005)

(Carman, 2005)

Five Key Ingredients (Carman, 2005)

1. Scheduled Events: Synchronous, instructor-led learning events in which all learners participate at the same time, such as in a “virtual classroom.”

2. Online Content: Asynchronous learning experiences that learners complete individually, at their own speed and on their own time, such as simulations, tutorials, and exercises.

3. Collaboration: Environments in which learners communicate with others, for example, threaded discussions and online chat.

4. Assessment: A measure of learners’ knowledge. Pre-assessments can come before scheduled events or online content, to determine prior knowledge, and post-assessments can occur following scheduled or online learning events, to measure learning transfer.

5. Reference Materials: On-the-job reference materials that enhance learning retention and transfer, including PDA downloads and PDFs.

Online Corporate Sales Training

(Executive Conversation, 2010)

Online Corporate Sales Training

Blended Learning Curriculum — Extended Impact• eLearning courseware for pre-workshop preparation • Executive-led workshops for buyer’s side perspective • eLearning courseware to reinforce workshop skills • Performance Simulations to provide opportunities to apply

skills • Manager Coaching Kits for top-down skills reinforcement

(Executive Conversation, 2010)

Blended Learning Methodology

(24x7 Learning, 2009)

“Blended learning optimally uses online learning, mobile learning and classroom training.”

© Bersin & Associates12 Blended Learning: What Works™Blended Learning: What Works™

The Simplest ApproachThe Simplest Approach

InstructorInstructorLedLed

IntroductionIntroduction(or conference call)(or conference call)

EE--LearningLearningCoursewareCourseware

Or Online ProgramOr Online Program

InstructorInstructorLedLed

ExerciseExerciseor Assessmentor Assessment

© Bersin & Associates11 Blended Learning: What Works™Blended Learning: What Works™

Findings: How to Select the Blend?Findings: How to Select the Blend?Audience•Skills•Time available•Motivation

Scale•Audience size•Need to update frequently?

Business Application•Need to assess learners?•Need to certify?•Need to track completion?•Impact of “not learning”?

Time•Time to develop?•Time to roll out?•Time to complete?

Classroom-based instruction

Web-based courseware (with or without simulations)

CD-ROM-based courseware (with or without simulations)

Live virtual classes/Webinars

Hardware/software simulation

On-site labs

Conference calls

Job aids (e.g., manuals, checklists)

Electronic performance support systems(EPSS)

Online portals with supplemental materials

Communities of practice - Chat rooms and online message boards

Mentors (in-person, over the phone, or over the Web)

The Right Mix is… 2 or 3 of….

• Classroom Instruction• Web-based courseware • CD-ROM-based courseware• Live virtual classes/Webinars• Onsite labs• Conference calls• Virtual labs• Text-based job aids• EPSS• Portals• Communities of practice• Mentors

Content •Are SMEs available?•Shelf life of content?•Simulation/labs available?

Resources•Budget?•SMEs?•Content developers?

© Bersin & Associates27 Blended Learning: What Works™Blended Learning: What Works™

The Blended Learning ProcessThe Blended Learning Process

IdentifyIdentifyBusinessBusiness

ChallengeChallenge

DefineDefineLearningLearning

ChallengeChallenge

CharacterizeCharacterizeAudienceAudience

DevelopDevelopLearning PlanLearning Plan

DevelopDevelopMeasurementMeasurementStrategyStrategy

ImplementImplementInfrastructureInfrastructure

(see infrastructure(see infrastructureDiagram)Diagram)

DevelopDevelopOrOr

BuyBuyContentContent

LaunchLaunchProgramProgram

TrackTrackProgressProgress

MeasureMeasureResultsResults

11 22 33 44

© Bersin & Associates26 Blended Learning: What Works™Blended Learning: What Works™

Blended Learning InfrastructureBlended Learning Infrastructure

SAPSAPTrainingTraining

CiscoCiscoTrainingTraining

ISO 9000ISO 9000TrainingTraining

SalesSalesTrainingTraining

Learning ManagementLearning ManagementSystem (LMS)System (LMS)

Content DeliveryContent DeliverySystemSystem

LCMSLCMSContent DevelopmentContent Development

SystemSystem

33rdrd PartyPartyHosted ContentHosted Content

((NETgNETg, , KnowledgeNetKnowledgeNet …)…)

Portal: Catalog, Login, LaunchPortal: Catalog, Login, Launch

Development ToolsDevelopment ToolsSimulation ToolsSimulation Tools

(Macromedia, (Macromedia, InfoPakInfoPak…)…)

Target AudienceTarget Audience11

22

33

4455

Example of Blended LearningSession 1 Session 2 Session 3 Session 4

Background readings and intros

Print or Web

Small-group discussion

Facilitation/online

Apply model to real case

Print, face-to-face, or e-discussions

Self-paced work to reinforce learning

Web, CD-ROM, print

↓ Via Videoconferencing

↓

Topic 1 Topic 2 Topic 3 Topic 4

Introduce Analytical Model

Comment on group work, new concepts

Groups present, instructor clarifies and summarizes

Links from self-paced to analytical model

Jagannathan, 2005

Strategies for Building Blended Learning (Rossett, Douglis, Frazee, 2003)

Strategies for Building Blended Learning (Rossett, Douglis, Frazee, 2003)

Strategies for Building Blended Learning (Rossett, Douglis, Frazee, 2003)

The IBM Four Tier Learning Model (copyright Microsoft)Blending Learning for Business Impact – IBM's case for learning success, In press, Handbook of Blended Learning, Nancy Lewis, Vice President, On Demand Learning

Learning Labs

Collaborative Learning

Interactive Learning - Simulation

Performance Support & Best Practice Reference

QuickViews; WebCasts, Web Books, Best Practice Repositories, Web Pages & Objects

QuickCases; Simulations; Scenario basedproblem solving

Live Virtual & Asynchronous programs, e-Labs, Communities of Interest, Practice and Purpose

Learning Labs, Classroom, Mentoring, Role Playing,Coaching

1

2

3

4

Competency Assessments

Awareness & informationAwareness & information

Understanding & PracticeUnderstanding & Practice

Group learning from peers/expertsGroup learning from peers/experts

Higher order skills and proficienciesHigher order skills and proficiencies

Framework for organizational development through training

Assess, Learn, and Apply (Copyright Microsoft, Ziob & Mosher, in press; Handbook of Blended Learning)

A Blended Model: Corporate

Soren Kaplan, Ph.D.Managing Director, iCohere, Strategies for

Collaborative Learning