Blended Learning State Of The Nation
Blended LearningState of the NationEbba OssiannilssonSwedish Association for Distance Education, Kung Oscars Väg 27, Lund, SwedenKeywords:Access, Blended Learning, Digitization, Flipped Classroom, ICDE, SDG4, Sustainability Goals, 4th IndustrialRevolution.Abstract:Blended learning is accepted cross the globe in line with technological development and increaseddigitization. Blended learning designs have led the trends in higher education in the past five editions of theNMC Horizon Report, partly because of their flexibility, and convenience for students, although, it has beenin use since the 1960 s. The concept is time and context dependent. Blended learning involves learners,teachers, administrators, technicians, leaders, and managers, all with a variety of aspirations and ambitions.Blended learning is part of the innovative transformation of education in the 21st century, as blended learningembraces personal quality learning. This widely recognized and personalized method engages, facilitates, andsupports learning. UNESCO and the Commonwealth of Learning emphasize this approach, as it makeslearning more flexible and convenient. This will help students be part of a global digital society. The blendedlearning model requires changes in the roles of both teachers and learners. These changes are accompaniedby shifts in ownership and empowerment, where learners become prosumers and orchestrate their ownlearning regarding time, space, setting, path, and pace. This paper is based on a report on blended learning,state of the nation, written by the author on behalf of ICDE.1INTRODUCTIONBlended learning designs have headed the list oftrends in higher education the most recent fiveeditions of the NMC Horizon Report, partly becauseof their role in increasing the flexibility andconvenience of students (Adams et al., 2017). Briefly,blended learning is the fusion of online and face‐to‐face contact between teachers and students.This position paper is based on the Insight paperauthored by Ossiannilsson (2017) on behalf of theInternational Council for Open and DistanceEducation (ICDE). The purpose of that report was tocontribute to the discussion of blended learning,particularly its development, implementation, effects,and relationship with the emerging trends outlined bythe United Nations Educational Scientific, andCulture Organization (UNESCO) global sustainablegoals (SDG) for education in 2030 (UNESCO, 2015a2015b). The report targets a broad audience,especially practitioners, policy makers and leaders. Itprovides awareness, inspiration, insights, anddialogues into blended learning and the currentdebates. The report explains that blended learning isbased on a pedagogical approach rather than ontechnology.Blended learning is part of the innovativetransformation of education in the 21st century.Blended learning involves people; as learners,teachers, administrators, technicians, leaders, andmanagers with a variety of aspirations and ambitions.Blended learning embraces personal quality learning.This widely recognized and personalized methodengages, facilitates, and supports learning. UNESCOand the Commonwealth of Learning (COL),emphasize this approach, as it makes learning moreflexible and convenient for the learners. This will helpstudents to be part of a global digital society.The blended learning model requires changes inthe roles of both teachers and learners. These changesare accompanied by shifts in ownership andempowerment, where learners become prosumers(Mc Loughlin & Lee, 2008), and orchestra their ownlearning regarding time, space, setting, path, andpace.541Ossiannilsson, E.Blended Learning - State of the Nation.In Proceedings of the 10th International Conference on Computer Supported Education (CSEDU 2018) - Volume 2, pages 541-547ISBN: 978-989-758-291-2Copyright 2018 by SCITEPRESS – Science and Technology Publications, Lda. All rights reserved
BLQE 2018 - Special Session on Blended Learning and Quality Enhancement2METHODThe study on blended learning, the state of the nation,was based on an international desktop review of theliterature available on the Internet, which consisted ofmainly open-source articles found on Google Scholarby using the Boolean search method. Most of theliterature could be categorized into one or more of thefollowinggroupings;positionpapersbygovernmental organizations, such as UNESCO,Commonwealth of Learning (COL), the Organizationfor Economic Co-operation and Development(OECD), and the European Commission, scientificjournals and books, unpublished papers, such as blogposts by researchers with international reputations.3FINDINGSThe findings from the desktop research wascategorized in main headings, which each waselaborated, and discussed. Terminology, definitions,history, and etymology, as well as models andimplementation, advantages, and disadvantages wereconsidered as main headings. In addition,recommendations were given.In this paper, the first section will cover blendedlearning, definitions, history and etymology, Then,models, implementation, and advantages, anddisadvantages are briefly discussed, and someexamples are presented. Last, conclusion andrecommendations are given3.1Blended LearningIn most educational programs, the blended learningmodel is accepted cross the globe in line on. Although, blended learning has been inuse since the 1960 s blended learning designs haveled the trends in higher education in the past fiveeditions of the NMC Horizon Report, partly becauseof their flexibility, and convenience for students(Adams et al., 2017).Interpretations of the concept to blended learninghave varied over time, and it has been definedvariously worldwide. The term has been used sincethe advent of the Internet and the World Wide Web inthe late 1990s. Although the concept was firstdeveloped in the 1960s, the formal terminology usedto describe it did not take its current form until the late1990s (Friesen, 2012).542In educational programs, both formal andinformal, the use of the blended learning model isaccepted as the mainstream approach to learning inschools, colleges, and universities across the globe inline with technological development and increaseddigitization (Bates, 2016; Christiansen et al., 2013;Christiansen Institute, 2015). Thus, the ecosystem ofblended learning must be embraced to ensure thequality of a culture of blended learning(Ossiannilsson, 2017).The term blended learning is commonlyunderstood as referring to formal and classroommethods. Blended learning environments include notonly the physical presence of teachers and studentsbut also the students’ ownership and control of thetime, place, setting, path, and pace at which theirlearning takes place (Banditvilai, 2016; Bates, 2016;Bonk, 2006; Clark, 2003; Daniel, 2016; Friesen,2012; Latchem, 2017). Blended learning concernsmindset and pedagogy more than it does technology(Adams, et al., 2017).Blended learning is considering as learnerscentered, that offer flexibility, and ownershipthroughout the learning process. In short, the conceptsimply means the blend of virtual online digitalmedia, training with traditional classroom methods,and face-to-face, instructor-led sessions.The two most-often cited definitions are providedby the Christiansen Institute and Wikipedia. Theformer defined blended learning as:[Blended learning is] a formal education program inwhich a student learns; at least in part through onlinedelivery of content and instruction, with someelement of student control over time, place, path,and/or pace; at least in part in a supervised brick-andmortar location away from home, and the modalitiesalong each student’s learning path within a course orsubject are connected to provide an integratedlearning experience (Christiansen, Horn & Staker,2013 p.8).The latter defined it as follows:Blended learning is a formal education program inwhich a student learns at least in part through thedelivery of content and instruct on via digital andonline media with some element of student controlover time, place, path, or pace. (Wikipedia, 2017).The Commonwealth of Learning (COL) (2015),defined blended learning as an approach to teachingand learning that combines different methods,technologies, and resources to improve studentlearning. The Online Learning Consortium (OLC,2015) defined blended and hybrid learning as onlineactivities that supplemented by classroom meetings,
Blended Learning - State of the Nationreplacing a significant percentage of the requiredface-to-face instruction. In other words, most courseactivity is done online, but some face-to- faceinstruction is required, such as lectures, discussions,labs, and other in-person learning activities.Because blended learning is highly contextdependent, the concept has been interpreted anddefined variously over time and in many culturalcontexts. The terms blended learning, nology- enabled (enhanced) learning, webenhanced instruction, and mixed-mode instruction areoften used interchangeably in the research literature(Bates, 2016, 2017; Commonwealth of Learning,2015; Daniel, 2016). The term blended learning issometimes synonymous with the terms personalizedlearning and differentiated instruction (PersonalizeLearning, 2012).Blended learning can thus be described in termsof a continuum along which a series of variations inpractice and thinking can be arranged. Friesen (2012),as well as Bates (2016) argues that blended learningcan be placed between fully online and fully face‐to‐face courses. Below is an example of a commonimage of blended learning, which clearly shows themerge, of the brick and mortar model (classroombased), and the online learning model (computerbased). It shows explicit how learning is more andmore blurred in the variety of learning spaces.To reach the UNESCO goals for education in2030 (UNESCO 2015a 2015b), the practice ofeducation has to change, transform, and innovate. Thegoal of education is to prepare students for anunknown and uncertain future and to prepare for jobsthat do not yet exist. Therefore, there is a need tomove beyond knowledge, and to recall focusing onthe competencies and skills needed for lifelonglearners and active global citizens, who will need tobe flexible, entrepreneurial, collaborative, agile, andadaptable. Hence, today’s students must harness thepower of digital technologies and their socialnetworks to support continued learning. Innovationmust be an integral part of learning ethics to ensurethat faculties, and institutions are agile in respondingto the external market and associated factors.Educational institutions must not only adapt but alsoto take the lead in innovation and cutting-edgetechnologies to enhance learning spaces. Hence,Adam et al. (2017) prioritized the following forempowering, and successful implementation: Blended learning designCollaborative learningGrowing focus on measuring learningRedesigning learning spacesAdvancing cultures of innovationDeepening learning approachesBanditvilai (2016) emphasized that a blendedlearning model could comprise several components,such as instructor-delivered content, e-learning,webinars, conference calls, live or online sessionswith instructors, and other media and platforms’, suchas Facebook, e-mail, chatrooms, blogs, podcasting,Twitter, YouTube, Skype, and web boards.The interactions or cross actions in digital spaces(Jahnke, 2016) have become more complex than ever.Humans are also more mobile than ever before, anddoubly so, not only because they are constantly on theFigure 1: Blended learning, a common model.3.2Blended Learning, Models, andImplementationBlended learning is advantageous for learners,teachers, and institutions if visions, strategies,infrastructure, qualitative blended learning design,capacity building, and teacher training are in place(Geissler, 2014). These advantages may be limited bythe absence of attention of any of these factors.Figure 2: The “blend” in the blended learning model.543
BLQE 2018 - Special Session on Blended Learning and Quality Enhancementmove but also because almost everything can beaccessed through mobile devices such as smartphonesand tablets and the software applications (i.e., apps)that are designed to run on them (Sharples et al.,2016). In Figure 2 below the blend in blendedlearning is illustrated as by Mountain House HighSchool, Mountain House, CA.The iNACOL framework for online and blendedlearning, is a well-known identified model forsuccessful implementation, and quality enhancement(Christiansen Institute, 2015; Christiansen, Horn &Staker, 2013; Powell, Rabbi & Kennedy, 2014),Figure 3. In the model 12 key competencies areidentified that are combined into four larger domains.This framework emphasizes the mindsets, qualities,and skills that support practioners’ creative andcontinuous improvement as well as their ability tothrive amidst change. The framework is adapted fromthe TPACK model (Technology, People, Assessment,Content and Curricula), a framework forunderstanding quality online blended teaching andlearning, which addresses all aspects of a studentcentered, functional description of the key elementsin an approach to systemic educationaltransformation.The iNACAL framework emphasizes themindsets, qualities, and skills that supportpractitioners. Efficient and effective learning startswith an effective mindset, which is one domain in theiNACAL framework for blended learning. Thisframework is one of the models studied by educatorsto understand their evolving role in blended learningenvironments. This framework offers insights in tothe knowledge, skills, and dispositions needed toensure that new instructional methods are successful.Porter and Graham (2016) proposed a three-stageframework for the institutional adoption of blendedlearning: 1) awareness and exploration; 2) adoptionand early implementation; 3) mature implementationand growth. Their framework also identifies the keystrategy, structure, and support issues that universitiesmay address at each stage, which were emphasized byOssiannilsson et al., (2015) in their recommendationsfor a quality model of open online learning.The case studies of UNESCO Bangkok and theEducation University of Hong Kong (2016) could beused as examples by institutional leaders andpolicymakers to implement and support blendedlearning based on current and future needs,particularly if they emphasized the following: In the process of implementing blendedlearning strategies, attention should be paidto learning inputs, processes, assessmentsand the measurement of overall personaldevelopment. In implementing a holistic approach,teachers and administrators should be wellprepared, motivated, and have sufficienttime and resources. To succeed, students need creative learningopportunities that include guidance by wellsupported faculty in dynamic learningenvironments. Institutional leadership must be an attuned tothe needs of staff and students, as well as theneed for an overall strategy to improvelearning experiences both online and inperson.Two more models were described in the Insightpaper, namely the open pedagogy model (Wiley,2013), and mobile learning models. As they are moregeneral pedagogic models, and truly well known, itwill go too far ahead to describe them here in thispaper. Instead another useful model, when it comes tomaturity and purpose for implementing technology,or enhancing the quality in blended learning to beconsidered is the substitution, augmentation,modification, redefinition model (SAMR) byPuentedura (n.d) The model offers a method ofdetermining the effects of computer technology onteaching and learning. The SAMR model alsoprovides indictors of progress that adopters ofeducational technology often follow as they learn touse it in teaching and learning (see Figure 4).Figure 3: The iNACOL framework for blended learning.544
Blended Learning - State of the NationFigure 4: The SAMR model.In the Insight paper on blended learning, modelson quality, and quality enhancement also wereelaborated, and models were discussed. InOssiannilsson et al.’s (2015) study on quality modelsfor open online learning, including blended learning,found that although the models had different features,dimensions, or categories, they all had some featuresin common, such as services, products, andmanagement, and they all emphasized the studentcentered approach, see Figure 4. One example of sucha model was developed by the European Associationof Distance Teaching Universities (EADTU) Eexcellence Associates Label (Kear at al., 2016). It isworth stressing the importance of leadership,management, incentives, and recognition in qualitymodels. Ossiannilsson et al.,’s findings included theimportance of a holistic approach and an ecosystem.Figure 5: Significant areas related to quality in open onlinelearning including e-learning (Ossiannilsson, 2012,Ossiannilsson et al., 2015).4CONCLUSIONS ANDRECOMMENDATIONSThe blended learning method is becomingincreasingly common. Blended learning concernsmindset and pedagogy more than it does technology.More important than its technical definition is thepurpose of blended learning, specifically the reasonsthat it’s adoption as an instructional modality isimportant for the future of learning. Thus, theecosystem of blended learning has to be embraced tocultivate a culture of quality in blended learning.Blended learning is a powerful method fordifferentiating and personalizing instruction, as wellas for moving away from time based models ofachievement toward competency-based ones.Blending is a strategy that helps teachers achievewhat they strive to do every day, to understand andenable each student to reach the very highest levels ofeducational mastery (Powell, Rabbi, & Kennedy,2014). Blended learning not only requires teachers tounderstand and have deep knowledge in their areas ofcontent expertise but also understand and use onlineand blended modes of pedagogy. The blendedlearning model requires changes in the roles of notonly teachers but also learners who are active,responsible collaborators, and even creators of theirown learning materials, as McLaughlin and Lee(2008) argued, learners are prosumers. This change inroles is accompanied by shift s in ownership andempowerment in which learners take control of andorchestrate their own learning.In summary, the following recommendationswere provided for the successful implementation andsustainability of culture of quality in blendedlearning.1.Base success on people, that is, the humandimension.2. Promote the ownership of learning byallowing personal learning.3. Ensure that strategies, funding, and visionsare understandable to all.4. Implement a culture of smart learning, openpedagogy, and mobile learning.5. Enable ubiquitous learning, time (any time),space (anywhere), path, mode, and access.6. Apply the iNACOL framework of blendedlearning.7. Apply the UNESCO Bangkok and theEducation University of Hong Kongrecommendations.8. Support and facilitate capacity building,incentives, and recognition in all staff.9. Cultivate a culture of quality and an ecologyof blended learning.10. Encompass digitization throughout thecurricula and assessments, includingfinding, evaluating, creating, disseminating,and communicating.545
BLQE 2018 - Special Session on Blended Learning and Quality Enhancement11. Ensure that blended learning concerns allstakeholders at micro, - meso, - and macrolevels.12. Ensure that leadership and management atall levels support and facilitate the cultureand quality of blended learning.13. Conduct research that focuses on blendedlearning per se, not only in comparison withother teaching and learning models.ACKNOWLEDGEMENTSThe author would like to thank International Councilfor Open and Distance Education (ICDE) for theopportunity to author and contribute to their Insightpaper, entitled Blended learning. State of the Nation.REFERENCESAdams Becker, S., Cummins, M., Davis, A., Freeman, A.,Hall Giesinger, C., & Ananthanarayanan, V. (2017).NMC Horizon report: 2017 higher education edition.Austin, Texas: The New Media Consortium.Banditvilai, C. (2016). Enhancing students’ languagesskills through blended learning. The Electronic Journalof e-Learning, 14(3), 220–229.Bates, T. (2015). Teaching in a digital age: Guidelines fordesigning teaching and learning for a digital age. [Weblog message]. Retrieved from https://opentextbc.ca/teachinginadigitalage/Bates, T. (2016, December 12). Re: Are you ready forblended learning? [Web log post]. Retrieved Bonk, C. J., & Graham, C. R. (2006). The handbook ofblended learning environments: Global perspectives,local designs. San Francisco: Jossey‐ Bass/ Pfeifer.Christensen Institute (2015). Blended learning definitions.Retrieved from https://www.christensenins hristansen, C., Horn, M., & Staker, H. (2013). Is K-12blended leaning disruptive? An introduction to thetheory of hybrids. Clayton Christensen’s Institute fordisruptive innovation.Clark, D. (2003). Blended learning: An EPIC whitepaper.Retrieved from http://www.scribd.com/ doc/84278560/Clark‐ D‐ Blended‐ LearningCommonwealth of Learning. (2015). Open and distancelearning: Key terms and definitions. Retrieved 9/Definitions ODL%20key%20terms 20150522.pdf?sequence 4Commonwealth of Learning. (2017). Connections, 22,2.Daniel, J. (2016, February 24). Making sense of blendedlearning: Treasuring an older tradition or finding abetter future? Contact North Contact Nord Research546Associate [Web log message]. Retrieved der-traditionor- finding-better-futureFriesen, N. (2012). Defining blended learning. Retrievedfrom http://learningspaces.org/papers/Defining Blended Learning NF.pdfGeissler, N. (2014). Blended learning approaches to teachertraining. UNESCO Mobile Week. DeutscheGesellschaft für International Zusammenarbeit (GIZ)GmbH. Retrieved from http:// sions/blendedlearning-approaches/Horn, M., & Staker, H. (2014). Blended: Using disruptiveinnovation to improve eschools. Christiansen Instiitute.SanFrancisco: Jossey-Bass.Jahnke, I. (2016). Digital didactical designs: Teaching andlearning in crossation spaces. New York: Routledge.Kear, K., Rosewell, J, Williams, K. Ossiannilsson, E.,Rodrigo, C., Sánchez, A., Paniagua, E., SantamaríaLancho, M., Vyt, A. & Harvey Mellar, H. (2016).Quality assessment for e-learning: A benchmarkingapproach. Eds: K. Kear and J. Rosewell. 3rd edition.Heerlen: The European Association of DistanceTeaching Universities (EADTU).Latchem, C. (Ed.). (2017). Using ICTs and blendedlearning in transforming TVET. Burnaby: UnitedNations Educational, Scientific, and CulturalOrganization (UNESCO). Retrieved from 5e.pdfMcLoughlin, C., & Lee, M. (2008). The three Ps ofpedagogy for the networked society: Personalization,participation, and productivity. International Journal ofTeaching and Learning in Higher Education, 20(1), 10–27.OECD. (2016). Education 2030: The future we want. TheFuture of Education and Skills: Education2030.Retrieved from ine Learning Consortium. (2015). Updated e-learningdefinitions. Retrieved from rning-de ni ons-2/Ossiannilsson, E. (2017). Blended learning. State of thenation. Oslo: The International Council for Open andDistance EducationOssiannilsson, E., Williams, K., Camilleri, A., & Brown,M. (2015). Quality models in online and open educationaround the globe: State of the art and recommendation.The ICDE report series. Oslo: The InternationalCouncil for Open and Distance Education.Personalize Learning. (2012, September24). Re: Blendedlearning is not the only way to personalize learning.[Web log message]. Retrieved from - learning-isnot-only-way-to.htmlPorter, W.W., & Graham, C. R. (2016). Institutional driversand barriers to faculty adoption of blended learning in
Blended Learning - State of the Nationhigher education. British Journal of EducationalTechnology, 47, 748–762. doi:10.1111/ bjet.12269Powell, A., Rabbi, B., & Kennedy, K. (Eds.). (2014).iNACOL blended learning teacher competencyframework: iNACOL in partnership with The LearningAccelerator. iNACOL, The International AssociationforK-12 Online Learning, Retrieved from rk.pdfPuentedura. (n.d.). The SAMR Model: from Enhancementto Transformation.Saritepeci, M., & Cakir, H. (2015). The effect of blendedlearning environments on student motivation andstudent engagement: A study on social studies course.Education and Science, 40(177), 203– 216.Sharples, M., de Roock, R., Ferguson, R., Gaved, M.,Herodotou, C., Koh, E., Kukulska-Hulme, A.,.Wong,L. H. (2016). Innovating pedagogy2016: OpenUniversity innovation report5. Milton Keynes: TheOpen University.Schwab, K. (2016). The 4thindustrial revolution. Geneva:World Economic Forum.UNESCO. (2015a). Education 2030 Framework for Ac on:Towards inclusive and equitable quality education andlifelong learning for all. Paris: UNESCO.UNESCO. (2015b). UNESCO and Education 2030: Framework for action and sustainability development goals4,SDG4. Retrieved from http://en.unesco.org/sdgsUNESCO. (2016). Blended learning for quality in highereducation: Selected case studies on implementation inthe Asia-Pacific. Lim, Cher Ping, & Libing Wang(Eds.). Paris: United Nations Educational, Scientific,andCulturalOrganization. /002468/246851E.pdfWiley, D. (2013, October 21). What is open pedagogy?[Web log message]. Retrieved from a (2015a). Blended learning. Retrieved fromhttps://en.wikipedia.org/wiki/Blended learning547
learning. The Online Learning Consortium (OLC, 2015) defined blended and hybrid learning as online . education has to change, transform, and innovate. The goal of education is to prepare students for an . (2016) emphasized that a blended
May 02, 2018 · D. Program Evaluation ͟The organization has provided a description of the framework for how each program will be evaluated. The framework should include all the elements below: ͟The evaluation methods are cost-effective for the organization ͟Quantitative and qualitative data is being collected (at Basics tier, data collection must have begun)
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1. Definitions of blended learning 2. Advantages and disadvantages 3. Models of blended learning 4. Examples of blended learning 5. Two online frameworks of mine Myth #1: If you read the enough research you will be able to know the impact of blended learning. 1. Improved Pedagogy More interactive instead of transmissive Authentic, real .
Ground Beef Round 11 32,765 255.00 - 275.00 264.32 Ground Beef Sirloin - Blended GB - Steer/Heifer/Cow Source - 10 Pound Chub Basis- Coarse & Fine Grind Blended Ground Beef 73% - Blended Ground Beef 75% 0 0 0.00 - 0.00 0.00 Blended Ground Beef 81% 0 0 0.00 - 0.00 0.00 Blended Ground Beef 85% - Blended Ground Beef
