In this section, a more comprehensive description of blended learning is provided by:
- Proposing a definition from the literature elaborates on the DHET’s definition of blended learning
- Unpacking the key components of the definition
- Distinguishing between blended learning and technology-enhanced learning
In the past eight editions (with the exception of the 2018 edition) of the NMC Horizon Report blended learning has been featured as a key trend in higher education globally (Alexander et al., 2019). Despite its relevance, there is no consensus in the literature on a single definition for blended learning. It may be useful to consider some of the most widely accepted definitions to gain a clearer understanding of what blended learning is, as well as what it is not. Such an understanding is crucial if one is to implement it effectively in practice.
The International Council for Open and Distance Education (ICDE) produced an insight paper to address the varied interpretations of blended learning, as well as its implementation in higher education institutions (Ossiannilsson, 2017). One of the most prevalent definitions in the literature is offered by Christensen, Horn, and Staker (2013, p.7):
Blended learning is a formal education program in which a student learns at least in part through online learning with some element of student control over time, place, path, and/or pace and at least in part at a supervised brick-and-mortar location away from home. The modalities along each student’s learning path within a course or subject are connected to provide an integrated learning experience.
Key components of blended learning
This definition thus implies that blended learning includes modules with a combination of contact and distance components; contact and ICT supported opportunities; distance and ICT supported opportunities; or contact, distance and ICT supported opportunities. Since contact and distance programmes are funded differently, the definitions of these modes of delivery have not only pedagogical implications, but also financial implications. The DHET stipulates that for contact qualifications, the following should be adhered to:
1. Some components of the module are delivered online and some components are delivered in a face-to-face environment
2. For the online components in the module students have control of one or more of the following:
Time
Learning is not restricted to a specific day and time. Students are allowed to complete the activity at their own time. Student control over time refers to asynchronous activities, however, it is important to note that it is not only asynchronous activities that are included in blended learning. For this reason, the definition specifies that students only need to have control of one of these elements. If they, for instance, have control of one of the other elements (such as place), synchronous activities, such as attending an online tutorial at a specific time from home (or anywhere else) would still satisfy the criteria of this definition.
Place
Students do not have to be at a specific place (such as a classroom or computer lab) to complete the activity.
Path
Learning is not restricted solely by the pedagogy of the lecturer. This means that students are presented with a choice regarding some of the online activities they complete and how they complete them. It also means that they can access any additional material related to the content without it specifically being indicated by the lecturer.
Pace
Students are not restricted to the pace of the rest of the classroom. They can, for instance, go through some of the content at a quicker pace or can revisit the content that they struggle with.
3. The online and face-to-face components are designed to provide an integrated learning experience
The following examples of what blended learning is and what it is not are simplified to clarify the definition and to highlight the importance of planning and design of online activities.
This does not mean that the examples provided that do not qualify as blended learning should be discarded as bad practice. Nonetheless, it does make a distinction between ‘blended learning’ and ‘technology-enhanced learning’. Simply using technology in your teaching does not automatically imply that a module is blended. While effective technology-enhanced learning does not have to satisfy the specific criteria for blended learning, lecturers should always aim to create an integrated learning experience between the face-to-face and online components of a module. For the use of technology to really enhance learning, it cannot be used without considering pedagogy.
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In this section, a more comprehensive description of blended learning is provided by:
- Proposing a definition from the literature elaborates on the DHET’s definition of blended learning
- Unpacking the key components of the definition
- Distinguishing between blended learning and technology-enhanced learning
In the past eight editions (with the exception of the 2018 edition) of the NMC Horizon Report blended learning has been featured as a key trend in higher education globally (Alexander et al., 2019). Despite its relevance, there is no consensus in the literature on a single definition for blended learning. It may be useful to consider some of the most widely accepted definitions to gain a clearer understanding of what blended learning is, as well as what it is not. Such an understanding is crucial if one is to implement it effectively in practice.
The International Council for Open and Distance Education (ICDE) produced an insight paper to address the varied interpretations of blended learning, as well as its implementation in higher education institutions (Ossiannilsson, 2017). One of the most prevalent definitions in the literature is offered by Christensen, Horn, and Staker (2013, p.7):
Blended learning is a formal education program in which a student learns at least in part through online learning with some element of student control over time, place, path, and/or pace and at least in part at a supervised brick-and-mortar location away from home. The modalities along each student’s learning path within a course or subject are connected to provide an integrated learning experience.
Key components of blended learning
This definition thus implies that blended learning includes modules with a combination of contact and distance components; contact and ICT supported opportunities; distance and ICT supported opportunities; or contact, distance and ICT supported opportunities. Since contact and distance programmes are funded differently, the definitions of these modes of delivery have not only pedagogical implications, but also financial implications. The DHET stipulates that for contact qualifications, the following should be adhered to:
1. Some components of the module are delivered online and some components are delivered in a face-to-face environment
2. For the online components in the module students have control of one or more of the following:
- Time: learning is not restricted to a specific day and time. Students are allowed to complete the activity at their own time. Student control over time refers to asynchronous activities, however, it is important to note that it is not only asynchronous activities that are included in blended learning. For this reason, the definition specifies that students only need to have control of one of these elements. If they, for instance, have control of one of the other elements (such as place), synchronous activities, such as attending an online tutorial at a specific time from home (or anywhere else) would still satisfy the criteria of this definition.
- Place: students do not have to be at a specific place (such as a classroom or computer lab) to complete the activity.
- Path: learning is not restricted solely by the pedagogy of the lecturer. This means that students are presented with a choice regarding some of the online activities they complete and how they complete them. It also means that they can access any additional material related to the content without it specifically being indicated by the lecturer.
- Pace: students are not restricted to the pace of the rest of the classroom. They can, for instance, go through some of the content at a quicker pace or can revisit the content that they struggle with.
3. The online and face-to-face components are designed to provide an integrated learning experience
The following examples of what blended learning is and what it is not are simplified to clarify the definition and to highlight the importance of planning and design of online activities.
This does not mean that the examples provided that do not qualify as blended learning should be discarded as bad practice. Nonetheless, it does make a distinction between ‘blended learning’ and ‘technology-enhanced learning’. Simply using technology in your teaching does not automatically imply that a module is blended. While effective technology-enhanced learning does not have to satisfy the specific criteria for blended learning, lecturers should always aim to create an integrated learning experience between the face-to-face and online components of a module. For the use of technology to really enhance learning, it cannot be used without considering pedagogy.
