EDTECH2

Technology for Teaching and Learning 2

Module 3: Introduction to Blended Learning Approach

Researched and outlined by:
JOSE RABBI B. MALAGA, MIM,MAED/ SHEILA V. TICAR, MAED/LEOWEL H. RAQUINEL, MAT

I-Objectives:
• Define and describe what is Blended Learning based on the perspective of different
experts
• Explore briefly the history and emergence of Blended Learning
• Compare and contrast Blended Learning and eLearning
• Identify the different Blended Learning delivery methods
• Explore and discuss the different components of Blended Learning
• Analyze the benefits and value the importance of Blended Learning.
• Explore & adopt successful guidelines for Blended Learning
• Identify and discuss the different Blended Learning models
• Design & develop a model based on selected classroom activities
• Explore and propose how Blended Learning can be properly applied at CHMSC

II- INTRODUCTION:

There are many teachers out there who have been encouraged or
told to involve more technology in their classrooms by principals
or heads. Some are well versed and adapt very well to the
challenge, while others struggle to find the value and benefits of
integrating technology. The practice itself is often referred to as
Blended Learning, and this post will cover the basics. If you are
completely new to the topic, read on to find out how it could make a difference in your classroom.

III.-Lesson/Unit/Study Guide/ Notes

Definitions of Blended Learning Approach

Blended learning is a term often used to described the provision or use of resources which combine
elearning with other educational resources. (Source: Thefreedictionary.com Encyclopedia)

“Blended learning encompasses multiple learning strategies and delivery formats, ranging from those
that are solely technology-based to those that support interactions between people, either virtually or
face-to-face.” (Source: IT Education Services, IBM)

“… a method of educating at a distance that uses technology (high-tech, such as television and the
Internet or low-tech, such as voice mail or conference calls) combined with traditional (or, stand-up)
education or training.” (by: Judith M. Smith, Ph.D., Executive Update Online)

… from a school teacher’s point of view, blended learning is the delivery of instruction using his
traditional approach augmented by available technology-based channels, media and materials.

JRBMalaga/Blended Learning Notes/ 1

Blended Learning: A Brief Background

- In the late ’90s, everyone jumped on the e-learning bandwagon. In reality, the promise was a
little immature. Internet-based training grew up in the IT world, where people are used to spending
hours in front of their computers...

… different problems require different solutions (different mixes of media and delivery), and we
believe that the key is applying the right mix to a given business problem. Hence, blended learning is
effectively replacing e-learning (Bersin, J., 2004).

- In the early years of the 21st century, blended learning spread widely first in corporate
training…now traditional education is adopting it.

Blended Learning Delivery Methods

• instructor-led classroom training
• computer-based training (CBT) via CD-ROM or download
• video-based training
• instructor-led Web-based training (WBT)
• self-paced virtual classes
• remote hands-on labs
• self-study guides
• IBM Redbooks™ (proprietary)
• boot camps
• mentoring and coaching
Blended learning vs. E-learning

E-learning includes only technology-enabled training. Blended learning combines technology-enabled

training along with human interaction to help produce a more effective solution. It utilizes
technologyenabled courses to reduce costs while including human interaction to increase the overall
effectiveness of the training.

Why not use all e-learning?

• A lot of learning situation where e-learning cannot suit to training objectives deliver the
desired learning outcome

Why not use all traditional classroom?

• Blended learning moves individual learning activities to a self-directed format, allowing the
classroom instructor to focus on those activities that require collaboration, observation or
one-on-one mentoring.
• a blended approach can enable instructors to know the skills of their students prior to class
attendance.
• Blended learning is designed to raise the level of learning retention and to provide learners
with materials they can reuse after the class, providing a richer learning experience.
• The technology-based activities can reach beyond the traditional classroom to include an
international audience, resulting in an additional level of richness in class participation and
collaboration.
• The instructor-led portion of the blend will limit class sizes to ensure that all students get
access to hands-on labs and to provide ample opportunities to ask questions of the
instructors, while the self-paced and mentored activities can reach an unlimited number of
students.

Benefits of Using Blended learning Approach:

To the teacher/trainer & the school/organization:

• enables you to select a learning solution that yields your desired learning/training results

JRBMalaga/Blended Learning Notes/ 2

 • When used appropriately, e-learning and human interaction together can reduce overall
costs and optimize human retention, thus maximizing the overall effectiveness of the
training
• (Cost is still an issue and a tradeoff)

To the students/trainees:

• Exposure to a variety of methods and strategies that will reinforce learning

• Allows more student contact with the learning content and engagement with the technology

Top ten learning requirements that can optimally be met through a blended approach:

• 1 Close a specific knowledge and skill gap

• 2 Improve productivity and/or job performance
• 3 Reduce errors on the job
• 4 Train a specified number of people in the desired time frame, resulting in equivalent exit
skills
• 5 Accommodate participant schedules, geographies and learning preferences
• 6 Balance direct access to skilled subject matter experts with just-in-time training and
reference materials
• 7 Reduce training time and travel cost
• 8 Reduce cost per training hour
• 9 Provide access to targeted expertise from experienced mentors and IT staff
• 10 Provide 24x7 access to the learning content and activities

Considerations for Blended Learning

Decision components for Blended Solutions

• Audience – What do I know about my learners?

• Learning Outcomes – What do I want learners to be able to do?
• Content – Which learning activity would be best accomplished by which delivery method?
• Context – What other issues unique to this context should I consider?
• Infrastructure – Are there barriers to technology-based delivery?
• Organization – Is the organization ready and supportive of blended options?

Guidelines for success

Completely integrated instructional design –

A blended solution works when all the instructional components are considered holistically. What
is less successful, for instance, are e-learning modules just "bolted on" to existing instructor-led
training. A plan for blended delivery should include conducting the up front analysis necessary,
and ensuring the inclusion of these key components of successful instruction: interaction,
instructional goals tied to performance, and learner engagement.

Each method delivering its best –

Each delivery method should be chosen for what it can deliver best. (Zenger & Uehlein, 2001) For
instance, online training can often effectively provide learners with factual knowledge about a
specific skill.
However, the content and desired learning outcome should determine whether the practice of that
skill is appropriately accomplished online, or best done in a classroom or authentic context.
Consider whether, in a given situation, performance support and online resources might be more
effective than any type of instruction as a "blended solution.“

JRBMalaga/Blended Learning Notes/ 3

 Flexibility and Variety –
The choice of whether to offer alternative delivery options for the same instruction, or combine
delivery methods will depend on a number of factors. Learners can often benefit from multiple
delivery methods that accomplish the same learning objective. Barriers to access are eliminated,
and learners have more choice in how they learn.

(Extracted from "Blended Learning: A Report on the ELI Focus Session", Veronica Diaz and Malcolm
Brown, ELI Paper 2: 2010, November, p. 10.)

Blended Learning Models

 skill-drive learning
which combines self-paced learning with instructor or facilitator support to develop
specific knowledge and skills
 attitude-driven learning
which mixes various events and delivery media to develop specific behaviors
 competency-driven learning which blends performance support tools with knowledge
management resources and mentoring to develop workplace competencies.

Skill-Driven Blended Learning Plan

Technology-based Non-technology based
techniques techniques

Announcement LMS, email push Flyer, mail, phone

Overview session email traditional classroom
Webinar
Self-paced learning Web-based tutorial articles books
e-books EPSS job-aids

JRBMalaga/Blended Learning Notes/ 4

 simulations on-the-job training
Query resolution email face-to-face meeting
FAQ
instant messenger
Demonstration Web meeting traditional classroom
simulations
Practice simulation workbook assignment
Feedback email face-to-face meeting print
report
Closing session email traditional classroom
Webinar
Certification Web-based test print test

Attitude-Driven Blended Learning Plan

Technology-based Non-technology based

techniques techniques

Announcement LMS or email push flyer, email, or phone

Overview session email , Webinar traditional classroom
Self-paced learning Web-based tutorial articles
e-books simulations books
workbooks with "if-then"
decision tables
Query resolution email face-to-face meeting with
FAQ expert
instant messenger
Assessment simulations print test
Collaborative Webinar role-playing with peers
session chat

Practice simulations role-playing with peers

Feedback and email traditional classroom
closing session Webinar

Competency-Driven Blended Learning Plan

Technology-based Non-technology
techniques based techniques

Assign guides or mentors email phone

Create a community space on the Internet or study groups
intranet
Practice email face-to-face
discussion forums meetings
simulations workshops phone
Hold discussion discussion forums chat face-to-face
meetings
workshops phone
Resolve queries email face-to-face

JRBMalaga/Blended Learning Notes/ 5

 instant messenger meeting
Capture learning stories and data white papers
compiled in a
knowledge repository
(LMS/LCMS)

SIX TYPES OF BLENDED LEARNING

JRBMalaga/Blended Learning Notes/ 6

Exploring Possibilities
(at your own organization)

Initial Concerns: (based from the decision component)

Audience – What do I know about my learners?

Learning Outcomes – What do I want learners to be able to do?
Content – Which learning activity would be best accomplished by which delivery method?
Context – What other issues unique to this context should I consider?
Infrastructure – Are there barriers to technology-based delivery?
Organization – Is the organization ready and supportive of blended options?

What do we have right now?

• Human Resource – SMEs (small and medium sized enterprises ) of their fields of specialization
• Library & MMC (Multi Media Classroom)
• Computers (?for instructional materials development)
• Internet (email & email groups, FSMS(Free Short Message Service), instant messaging,
chatrooms, newsgroups & discussion groups, downloads & other web-based information
sources)
• Telephone
• Mobile phone & SMS(Short Message Service ) /MMS ( Multimedia Messaging Service)
• Bulletin boards & other printed message delivery system
• ICT unit for technical support

Utilization of the available

• How many are knowingly/unknowingly using BL?

• How many are willing/not willing to adopt BL?
• To what extent do we utilize the available facilities?
• Leveraging services from outside?

JRBMalaga/Blended Learning Notes/ 7

At the moment just start with what we have...

Use of the computer & the Internet

Expectations why use computers and Internet inside the classroom:
• the availability of interesting resources online
• improved cost-effectiveness (not only for program providers, but for students) that may result
from going online
• the hope that going online will help students overcome fears about computers and develop a
range of new skills
• the wish to conduct classes that are more self-paced and self-directed, with you in the role of
facilitator
• the expectation that online delivery will increase flexibility for you and your students.

Something to start with:

• during class-time, get students to download and use information from a CD or website
• ask students to locate the best website for a particular topic and post the address to a forum
before they come back to class next week
• make existing resources, such as an ANTA Toolbox or information provided by a textbook
publisher, available on CD as background material, and set tasks that require use of this
material
• get help to create your own simple website which includes basic information that students will
need to refer to, and has links to information-rich sites
• ensure that students have your, and each other’s, email addresses
• use group tasks that require discussion between classes, either by email or, preferably, using
the chat facility available on a number of sites
•
Develop materials and activities that can be channeled to technology-based approach
• Develop course web sites
• Porfolio of Softcopies - they can be uploaded to websites or attached to emails
• Creation of Subject Directories
• Create discussion groups/email groups
• Establishing a message board

Propose for the Administration & other stakeholders’ support

• Expand capabilities through research & development
• Build competencies through training
• ICT development budget/loans/grants/donations
• ICT fee
• Utilization of ICT for BL must become a culture

JRBMalaga/Blended Learning Notes/ 8

IV-Learning Activities:
Which of the Six types of Blended Learning you prefer to adopt in your class?
Why? Give the benefits. Show a video by the link.

V-Assignment:
Use the Template to Plan for the Schedule of Blended Learning

Course Planning Worksheet for Blended Learning

Course Outcome Final Assessment Learning Activities & Integration between

(C = in class; O = Resources Needed In-Class & Online
online) (C = in class; O = Components
online)
To demonstrate achievement Students will ultimately: Students will learn through: Online and in-class activities
of this outcome: will be connected through:
Assigned readings (O),
Describe and explain major Make a research-based Discussions comparing learning Classroom discussion of online
theories of personality. multimedia presentation theories (C & O), Lectures (C & readings; online discussion of
about a major O) classroom lectures;
personality theory (O) presentation assignment will
Resources and tools needed be explained both in class and
include: online

E-Text, Journal articles,

Discussion board, PPT lectures
with audio narration, Library
webpage to help with research, 1
hour of class time for small
group discussion and reports

VII-References

Bersin, J. Blended Learning: What Works 2004 Bersin and Associates <http://www.e-
learningguru.com/wpapers/blended_bersin.doc>

Douglis, F. Blended Learning: Choosing the Right Blend Educational Technology Department, San
Diego State University <http://coe.sdsu.edu/eet/articles/blendlearning/index.htm>

Heinich R. et al., 2002, Instructional Media and Technologies for learning. 7th ed., Prentice Hall, New
Jersey

IBM, IT Education Services Blended learning Maximum flexibility using classroom, e-learning,
and mentoring <http://www.04.ibm.com/jct03001c/services/learning/ites.wss/us/en?
pageType=page&c=a0000173>

JRBMalaga/Blended Learning Notes/ 9

NSW Department of Education and Training, Learning Technologies How can I build more
support for online learning. 2002
<http://www.schools.nsw.edu.au/learning/yrk12focusareas/learntech/blended/buildsupport.php>

Rossett, A, et. al. Strategies for Building Blended Learning 2003 Learning Circuits, American Society
for
Training and Development
<http://www.learningcircuits.org/2003/jul2003/rossett.htm>

The American Heritage Dictionary of the English Language, Fourth Edition copyright Houghton
Mifflin Company. Updated in 2005. <http://www.thefreedictionary.com>

Valiathan, P. Blended Learning Models 2002 Learning Circuits, American Society for Training and
Development
<http://www.learningcircuits.org/2002/aug2002/valiathan.html>

JRBMalaga/Blended Learning Notes/ 10