Blended Learning: How To Integrate Online And Traditional Learning

1y ago
41 Views
28 Downloads
1.11 MB
161 Pages
Last View : 2m ago
Last Download : 2m ago
Upload by : Tia Newell
Transcription

Blended Learning:How to IntegrateOnline andTraditional LearningKaye ThorneKogan Page

Blended LearningHow to Integrate Online andTraditional LearningKaye Thorne

First published in Great Britain and the United States in 2003 by Kogan PageLimitedApart from any fair dealing for the purposes of research or private study, orcriticism or review, as permitted under the Copyright, Designs and Patents Act1988, this publication may only be reproduced, stored or transmitted, in any formor by any means, with the prior permission in writing of the publishers, or in thecase of reprographic reproduction in accordance with the terms and licences issuedby the CLA. Enquiries concerning reproduction outside these terms should be sentto the publishers at the undermentioned addresses:120 Pentonville RoadLondon N1 9JNUKwww.kogan-page.co.uk22883 Quicksilver DriveSterling VA 20166-2012USA Kaye Thorne, 2003The right of Kaye Thorne to be identified as the author of this work has beenasserted by her in accordance with the Copyright, Designs and Patents Act 1988.ISBN 0 7494 3901 7British Library Cataloguing in Publication DataA CIP record for this book is available from the British Library.Library of Congress Cataloging in Publication DataThorne, Kaye.Blended learning : how to integrate online and traditional learning /Kaye Thorne.p. cm.Includes bibliographical references and index.ISBN 0-7494-3901-71. Employees–Training of. 2. Internet in education. 3.Computer-assisted instruction. I. Title.HF5549.5.T7 T4623 2003658.3′124–dc212002152259Typeset by JS Typesetting Ltd, Wellingborough, NorthantsPrinted and bound in Great Britain by Clays, St Ives plc

DedicationTo Louise and Mark, Sally and Dean, Marigold and Patrick for bringingfun, happiness and laughter into my summer of 2002.

ContentsPrefaceAcknowledgementsixxiIntroduction11. What is blended learning?Developing an employer brandSo what does blended learning mean?So what are the drawbacks?Why is blended learning important?571017182. How to support blended learningCreating the right environment for learningHow do people prefer to learn?Making learning a real experienceUsing the whole brainSo how do you get started?1919192024283. Planning ways of integrating different types of learningWhat makes for successful blended learning?An approach to blended learningEveryone is differentHelping learners to learnCreating a coaching environmentTime to reflect35354143474952v

Contents4. Designing blended learningCreativityTools and techniquesDesigning and writing online learningContract with the learnerUsing other mediaOther key points to remember555663666970715. Tracking blended learningInviting feedbackReflecting on learningWhat are the essential elements of a TNA?Using a learning management systemOvercoming obstaclesAreas to consider757576808484856. Case studiesRolls-Royce plcDiageo plcDaimlerChrysler UK LtdAvis Europe plcAshridgeBasic Skills AgencyComputeach InternationalCNDL GroupNationwide TrustThe US Department of Health and Human ServicesTHINQ LimitedWhat lessons have we learnt from the case studies?878892971011041091121131151171191207. Building learning networksSelf-knowledgeTake time to talkManage your own successBuild a support networkShare informationUseful contacts123123125126128129130vi

Contents8. So where do we go from here?What are the benefits of blended learning?What is the future for blended learning?What lessons have we learnt to date?Are you ready for blended learning?Recommended readingIndex131132133134137141145vii

PrefaceWhen was the last time you were really excited about learning? Howoften do your learners feel really inspired? Have you really embracedthe new learning technology?Imagine being able to:n undertake an online assessment that identified the way you preferredto learn;n take that information and talk through the implications with yourline manager who actually has time to spend on your development;n select personal development actions that meet your exact learningneeds;n undertake your own development at a time, place and pace to suityou;n only have to attend the training that you select from generic programmes to build your own personal skills base;n work virtually and globally with your colleagues on new developments;n track your own learning and build a personal portfolio;n have one-to-one coaching based on your own learning needs.Imagine the future being now. . . it is with blended learning.ix

AcknowledgementsBlended learning is still a comparatively new concept and I am particularly grateful to the following people for their help in clarifying theterminology and also to the individuals and companies who willinglygave their time and support in taking part in the case studies:Mark Woodhouse, Brian Stanton, Brian Hayer, Robert B McGregor,Rolls-Royce plcClaire Semple and Paul Allen, DiageoAlix Dees, DaimlerChrysler UK LtdRob Field, Avis Europe plcAndrew Ettinger and Cath Redman, AshridgeSteve Spanton, Computeach InternationalPaul Worrall, Basic Skills AgencyJames Williams, CNDL GroupJon White, Nationwide Trust LtdDr Kerry M Joels, US Department of Health and Human ServicesEugene Deeny, Bena Blakeslee and Michele Cunningham,THINQ LtdAlison Church, World of Learning Conference and ExhibitionI would also like in these acknowledgements to pay tribute to myfamily, friends, colleagues, clients and fellow authors to whom I owe agreat debt of gratitude for their ongoing care, support and inspiration:Kelvin Harris, Matt Thorne, Louise Thorne, Andy Pellant, Alex Machray,David Mackey, Lesley Shaw, Mark Sinclair, Chris and Vivien Dunn andxi

Acknowledgementsthe whole team at TDA Transitions Ltd, Kevin McGrath, Keith Bastin,John Kenney, Alan Smith, Cheri Lofland, Ian and Rosemary Anderson,Paul Ewins, Dr Alan Stanhope, Carolin, Ross, Ben and Laura Garside,Babs Bonner, Sue and Keith Harriss, Rob and Sue Ford, Margaret andLes Ellyatt, Bill and Bernice Legg, Sid and Elizabeth Cole, Eileen andGordon Nicholls, Charles and Jean Burrows, Diana and Nigel Gray, Joyand Peter Gunson, David, Delia and Manley Hopkinson, Elizabeth andGordon Humphries, Pam and Alan Giblett, Angela and Steve Metcalfe,David and Helen Giblett, Sally Broadhead, Dean Farrow, MarigoldPalmer Jones, Patrick Evans, Alethea Strafford, William Henwood, SteveBedford and the Learn 2 Earn Team, Richard and Lindy Bishop, IanBanyard, Llorett Kemplen, Sheena Matthews, Stephanie Oerton, VivienBolton, Peter Lightfoot, Margaret Cortis, Bill Eldridge, Chris George,Mark Gordon, Will and Anya Keith, Chris Phelps, Sheila Rundle, Dougand Lisa Twining, Joanne and David Edwards and the Kilby Family.I also want to acknowledge the work of those who created the modelsand concepts that underpin many creative and innovative activities,in particular Tony Buzan for his Mind Maps method, Peter Honey andAlan Mumford for their Learning Styles Questionnaire, David A Kolbfor his Experiential Learning Model, Joseph Wallas and Jules-HenriPoincaré for their models of the Stages of Creativity, Edward de Bonofor the Six Thinking Hats, Howard Gardner and his description ofMultiple Intelligences, Paul Torrance for his work in highlighting theimportance of creativity in education, all the authors mentioned in theRecommended reading, all the staff at the CIPD and IOD libraries fortheir help in compiling the bibliography, and Philip Mudd, my editorat Kogan Page, for all his ongoing inspiration and support. Finally, allthe very special clients and individual learners who ultimately havebeen my inspiration. My grateful thanks to you all.xii

IntroductionIntroductionThis book is written for anyone who wants to create blended learningsolutions. You may be any one of the following:n a member of a training and development or HR function;n a line manager with responsibility for on-the-job learning anddevelopment and coaching;n an external training consultant;n a lecturer in further or higher education;n an e/online/blended learning designer;n a senior executive who wishes to sponsor the introduction of blendedlearning within his or her organization.Your job role may be trainer, performance coach, facilitator, developer,internal consultant, learning designer, educator or line manager.Whatever your title your interest will be in creating learning solutionsthat reflect and capitalize on the full breadth of learning opportunities.WHAT IS BLENDED LEARNING?E-learning has had an interesting impact on the learning environment.Although it represents tremendous potential in the way it couldrevolutionize learning and development, it has rapidly evolved into a1

Blended Learningconcept of blended learning which, like its name suggests, blends onlinelearning with more traditional methods of learning and development.This book will seek to unravel some of the mysteries that surround itand present a coherent plan for getting the best from blended learning.Blended learning is the most logical and natural evolution of ourlearning agenda. It suggests an elegant solution to the challenges oftailoring learning and development to the needs of individuals. Itrepresents an opportunity to integrate the innovative and technologicaladvances offered by online learning with the interaction and participation offered in the best of traditional learning. It can be supported andenhanced by using the wisdom and one-to-one contact of personalcoaches.ABOUT THIS BOOKThis book is designed to provide some practical examples of how tointegrate online learning with traditional learning. One of the keyrequirements in the implementation of blended learning is to keep anopen mind and to focus on the learning experience. As many of our casestudy respondents mentioned, it is very easy to become excited aboutthe potential of blended learning and to continually push the boundariesof learning further and further. Equally, because it is possible toregularly update materials, the base model can be constantly changing,which can then become confusing for learners and the people supporting them. Sometimes it is important to review and recognize what hasbeen achieved before rushing forward again. Another key point is theneed to recognize the steep learning curve that you will undertake andthe need to take other people with you; senior sponsorship is particularlyimportant.This book is about using blended learning as an opportunity torecognize talent, harness potential, push the boundaries of personaldevelopment, and providing learning that transcends any individualor organization and puts it into a world class.It will also help to address some key questions that you may be facingin your organization about introducing blended learning:2

Introductionn What reservations do we have?n How could we overcome these reservations?n What can we do to help its progress?n How will we introduce it into our organization?n What help and support do we need to offer?n What online learning content and learning support already exist?n How will the content be developed?n Will we create it or use external providers?As well as addressing the above questions, the content is supported bycase studies from organizations that have successfully implemented,or that are working towards implementing, blended solutions.The story of blended learning will never be finished: like all learningjourneys it is a continual process of discovery, but I hope you find thisbook useful and I wish you every success with your own explorationsof blended learning.3

Blended Learning4

What is Blended Learning?1What is blended learning?One of the most important factors in creating blended learning solutionsis to recognize where it fits in the broader context of organizationallearning and development. Much of the underpinning concepts oflearning and development have already been referenced in my previouspublications, eg Everything You Ever Needed to Know About Training andfurther developed in Personal Coaching (full details of both books areincluded in the Recommended reading at the back of this book).The potential of blended learning is almost limitless and representsa naturally evolving process from traditional forms of learning to apersonalized and focused development path. What may be interestingfor you is identifying where your organization is on its journey.You may want to explore answers to the following:n How does my organization talk about learning and development?n How is it described?n How is it promoted?n What opportunities for real learning exist?n Is the learning tailored to meet individual needs?Blended learning, if it is to be successful, has to fit into the broadercontext of what else is happening in the business world, which currentlyhas a level of uncertainty following the events of September 11 2001.However, one of the realities is that businesses are having to embrace5

Blended Learningthe new technology and increasingly operate in a 24/7 global environment; their customers and suppliers demand and expect it. Sitting inthe corporate boardroom can be an unnerving experience in a worldwhere certainties are being challenged and introducing blended learning may be seen as a low priority in the corporate agenda, so developinga persuasive business case will be vital.Importantly, blended learning should not be seen in isolation: itrepresents one of the most naturally evolving processes of developingyour human capital. Therefore any strategy to introduce blendedlearning needs to be considered carefully and positioned within thebroader context of not just attracting, retaining and motivating talent,but also addressing the more compelling arguments of ROI and costsavings. An important part of this consideration is based on answersto the following key questions:n What could blended learning mean to this organization?n How does it fit with our overall business strategy?n How could it help us to attract, retain and motivate talent?n What other tangible benefits could it bring us?The businesses that will succeed in the 21st century will recognize thatthere is a need to do things differently. Harnessing each individual’screativity and imagination and encouraging innovation is becoming anincreasingly important focus for corporate organizations. Books likeMaverick by Ricardo Semler, once regarded as a quirky approach toorganizational development, are now seen as an important stage in apassage towards doing it differently. Value-based leadership, emotionalintelligence, synchronicity and intuition are no longer seen as beingoutside of the corporate agenda, but to be understood as an importantpart of individual and organizational development. Senior management are recognizing that their talent bank will be greatly depleted ifthey do not help people fulfil their potential.One particular focus can be in the development of an organization,or employer brand.6

What is Blended Learning?DEVELOPING AN EMPLOYER BRAND‘Branding’ as a generic term is often assumed to belong to the marketingfunction. However, organizations are increasingly waking up to therecognition that directly or indirectly most brand promises are deliveredby people not products. Pick up any business magazine that talks about‘branding’ and it is likely that they will be discussing the broader aspectof organizational, corporate or employer branding. There is alsoincreasing emphasis on becoming an ‘employer of choice’.What is interesting is how this type of branding is defined. Terms like‘corporate branding’, ‘organizations as brands’, or more recently‘employer branding’, are different descriptors of basically the sameprocess. What is clearly being recognized is that having strong consumerbrands is not enough: organizations need to broaden their focus toconsider other aspects such as:n people;n products/services;n processes/systems;n premises/environment.‘Branding’ an organization means focusing on the key components andencouraging consistency across all functions. Like any piece of machinery, one part cannot operate without the other. Cross-functionalworking breaks down the traditional divisions between marketing,sales, distribution, manufacturing and HR.The process links new service/product development and the development of employees. It links the distribution chain with the customer.It builds relationships not just agreements with external suppliers. Ittakes the most senior managers and involves them in the front line ofthe business. It puts customers in the centre and heart of the organization and builds everything else around them.The organization doesn’t just service its customers: they become itslifeblood. People do not just make promises, but they deliver, not oncebut over and over again, consistently developing better and better7

Blended Learningservice. The organization differentiates itself in the marketplace throughits people, its products, its processes and its premises.Experience has shown that in order to develop an employer/organization brand it is important to articulate the image and vision of thefuture and to invite all employees to unite behind it. This ‘branding’process normally has a number of components:n Our vision (where we want to be). This must be a real statement thatpeople can easily remember and identify with, not just words on awall.n Our values (what we stand for/our integrity). If these are not dailydemonstrated behaviourally by everyone in the organization theyare worthless.n Standards and practices (what we demonstrate daily). This is the way wedo things, the way our performance is measured; it applies toeveryone and ensures consistency.n Working in partnership (the way forward). No person or organizationcan function alone for long. Working with people, helping others tobe successful, building pride, self-esteem and sharing success are allimportant components. Equally, building close links with suppliers,encouraging the media with positive news, building links with yourlocal community, are positive partnership actions.n Showing our competitors (best practice). Be proud of your achievements,and demonstrate best practice. Be the organization that othersbenchmark against. This will have internal spin-offs for morale.n Measuring our success (real measures that everyone recognizes). Neverforget where you started; realize how much progress has been made.n Rewarding performance (based on success). Not just money, but personalrecognition. It is best demonstrated little and often.n Measuring performance (be realistic). Not ‘We promise to do our best’,but ‘We promise to respond within 14 days, on time, and to meetidentified standards.’8

What is Blended Learning?n Giving and receiving feedback (positive and constructive). From thebottom to the top of the organization (and vice versa) open upchannels of communication.n Review and progress (continuously improving). Ask ‘What have welearnt?’, ‘Where can we innovate?’To prevent a distorted view of the organization the process should beseamless from the front to back and from the top to the bottom of theorganization.When asked to describe the brand of the organization, there shouldbe a common belief based on shared vision, goals, aspirations, behaviourand practice. Everyone who is touched by your organization brandshould share these common perceptions. This is not just an internalprocess. In the broader context of employer branding it means the wayorganizations position themselves externally as well as internally. Thiswill have a particular relevance in the way organizations promotethemselves in the recruitment market place, or in supplier contacts.The most fundamental part of the process is built on behaviours,based on self-esteem, confidence and pride in the organization. Peoplemust take responsibility for meeting challenges and providing innovative and creative solutions to problems. They will then rise above themundane and gain tremendous personal and team satisfaction fromproviding excellent customer service.These concepts are not fundamentally new: what is different isgaining senior level commitment and linking all the stages together ina holistic way. By bringing all the initiatives together under an organization’s ‘brand concept’, not only is there more coherence, there’s aconstant benchmark. All employees should ask the question, ‘Does thisaction, this behaviour, this response, really reflect the brand?’ and indoing so they create an organizational conscience so powerful thatorganizational success has to follow.A strong brand image is as relevant to an organization as it is to aproduct or service. The ‘people offer’ behind the product has to beconsistent with the brand and the commitment has to be reflected fromthe top of the organization to the newest recruit.True competitive edge will be achieved by those organizations thatare able to attract and retain employees and build customer loyalty9

Blended Learningthrough the clear transmission of the overall brand. They will be thesuccess stories of the 21st century.When people genuinely care for each other, when job applicantsidentify you as a preferred employer, you can see the pride and the selfesteem, and you know you have developed a strong corporate brand,but even more important, you know you have found the heart of yourorganization.The case studies in Chapter 6 illustrate how organizations have takenblended learning and integrated it into the bigger picture of organizational development.SO WHAT DOES BLENDED LEARNING MEAN?One of the criticisms levelled at any sector is the use of jargon, andtraining and development is no different. What also happens naturallyis an evolving process of development as more research is undertakenand we gain a greater understanding of a subject area. Blended learningis an example of how e/online learning has evolved from its firstinception.Current thinking would suggest that it is important to acknowledgethe importance of ‘learning’ as much as training, so to describe theprocess as ‘learning and development’ rather than ‘training and development’ may be more appropriate. There have been many termsattached to learning that describe different ways of accessing learning– open learning, distance learning, programmed learning, experientiallearning and more currently e/online and blended learning.Before discussing blended learning it is perhaps helpful to identifysome of the different components; first, e-learning. E-learning isprovided through a variety of ways:n online learning programmes incorporating activities and information that are very similar to other forms of distance learning;n online learning portals that take people through a variety of onlineand offline provisions;10

What is Blended Learning?n Web sites that focus on specific product and service offerings highlighting features and benefits in the same way as a corporate brochure;n specific sites that allow you to download articles and tools, eitherfree or on a free trial basis prior to purchase.Some definitionsWhen one considers the e-learning component it is worth clarifyingsome of the language. Below is a short selection of some of the termsthat you may hear. However, new descriptors are being created all thetime and the only way to develop your knowledge is to talk to serviceproviders and colleagues and always ask for clarification if you hear aterm that you do not understand.WBT (Web-based Training)This describes training packages that are available using the Internet.Linked to this is the concept of virtual classrooms where again theInternet is used to link up different individuals in various locations witheach other, and/or their tutor.In the virtual classroom learners assemble at their own PC for asession. The material is presented to them via multimedia. In someprograms there is a whiteboard facility that allows learners to contributecomments, or even draw, type text or paste images; each learner cansee the end result and there are chat-rooms that allow people to talk toeach other. This can be augmented by video or audio conferencing. Itis also possible to share applications when learners can view or workon documents jointly, or alternatively allows learners to voice anopinion, or answer questions in a test.Synchronous communicationSynchronous communication or learning is facilitated by bandwidth,which provides a medium similar to the way fibre optics supporttelephone communication. Everyone needs to be connected via an11

Blended LearningIntranet or the Internet. Initially the sound and video quality may notbe very good but as the bandwidth improves it will get better. Mostcommunications online are asynchronous, using time-delay methods,for example email or bulletin boards.Learning portalsThese are hosted by service providers, which allow clients to accessonline materials held on a ‘host’ server. Individuals may leave acorporate Intranet and go into the Internet environment to either useone particular provider’s materials, or in some cases a number ofproviders may be available through a portal catalogue. They may alsocreate online learning communities. Learning portals can also be builtand branded to link from a company’s Intranet so that a user hasseamless access from one to the other.Learning objectOne of the features of e-learning is the need to provide learning that isbroken down into chunks, and is often described as ‘bite-sized’, or ‘justin-time’. Part of the rationale for this is that the learning often needs tobe contained within a few screens as e-learners have neither the timenor the inclination to stay in front of their screens for long periods. Alearning object is a way of describing these bite-sized components. Theyare important because they allow learners to get exactly what they needto learn, and not information that they may have already learnt in thepast. This saves time in training and productivity for the learner.Learning Management System (LMS)An LMS provides the technology infrastructure for companies tomanage human capital development by tracking employee traininginformation and managing, tracking and launching all events andresources associated with corporate learning. A Web-based LMS providesonline course and event management, content and resource management, comprehensive assessments, enhanced skills gap analysis,12

What is Blended Learning?content authoring, email notifications, and real-time integration withhuman resource, financial, and ERP systems. An LMS manages alltraining delivery types – third party and internal – including classroombased, e-learning, virtual classroom, technology-based training, booksand video. An LMS also provides access to authoring tools, 360-degreeassessments, learning content management, and/or virtual classroomfunctionality. See the THINQ case study in Chapter 6, or www.brandonhall.com or www.masie.com for further definitions.Application Service Provider (ASP)This usually refers to a hosted service that involves ‘renting’ thesoftware, for example an LMS, from an external company rather thaninstalling it and managing it on an internal system. In addition toproviding technology on a subscription basis, an ASP also provides allthe IT infrastructure and support services necessary to deliver them tocustomers. ASPs typically host applications at a remote data centre anddeliver them to customers via the Internet or a private network.SCORM (Shareable Content Object Reference Model)The US Department of Defense (DoD) established the AdvancedDistributed Learning (ADL) initiative to develop a DoD-wide strategyfor using learning and information technologies to modernize educationand training. In order to leverage existing practices, promote the useof technology-based learning and provide a sound economic basis forinvestment, the ADL initiative has defined high-level requirements forlearning content such as content reusability, accessibility, durability andinteroperability.The Sharable Content Object Reference Model (SCORM) defines aWeb-based learning ‘Content aggregation model’ and ‘Run-time environment’ for learning objects. At its simplest, it is a model that referencesa set of interrelated technical specifications and guidelines designed tomeet the DoD’s high-level requirements for Web-based learning content.The work of the ADL initiative to develop the SCORM is also aprocess to knit together disparate groups and interests. This reference13

Blended Learningmodel aims to bridge emerging technologies and commercial andpublic implementations.IMSThe IMS Learning Resource Meta-Data Best Practice and Implementation Guide provides general guidance about how an application mayuse LOM meta-data elements. In 1997 the IMS Project established aneffort to develop open, market-based standards for online learning,including specifications for learning content meta-data. For moreinformation, see www.imsglobal.org.Personal Digital Assistant (PDA)This is a hand-held computer which, using WAP (Wireless ApplicationProtocol) technology, has the potential to provide mobile access to elearning content. This is still quite advanced for e-learning and notmany companies are using it at the current time.Knowledge managementAnother word that has grown in importance is ‘knowledge’; people talkabout ‘knowledge workers’, and ‘knowledge management’.What is interesting is that this is not something that is considered asa ‘soft skill’. It is about the fundamental point that ‘information equalspower’, and in today’s organizations when a relatively small numberof people are developing specialist skills, should these people walkthere is a very high risk of part of the business going with them.Today’s younger employees are much more mobile than previousgenerations. In some cases organizations are offering financial incentives to join a company, such is the need to attract new talent. Beingenterprising is no longer a term just used for people who want to runtheir own businesses: people need to be enterprising within their ownorganizations.Some of the definitions of knowledge management

included in the Recommended reading at the back of this book). The potential of blended learning is almost limitless and represents a naturally evolving process from traditional forms of learning to a personalized and focused development path. What may be interesting. Blended Learning. Blended Learning.

Related Documents:

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

component of online learning. The purpose of this toolkit is to provide a set of resources for the design or redesign of a course and/or subject to embed flexible, online or blended learning activities or assessments. A definition of blended and online learning Blended learning is an approach to planning and organising teaching for student learning

the blended learning approach. The results of t test for correlated data and Sandler's A-test suggest that the blended learning produced a positive effect on the ESL learners' results. KEYWORDS ARTICLE HISTORY Blended learning, online learning, face-to-face learning, academic achievement Revised Received 3 December 2015 30 March 2016

Blended learning is a strategy that combines traditional classroom teaching and an e-learning system (Zou, 2005). Consequently, blended learning aims at combining the advantages of both face-to-face and e-learning environments (Ghahari, 2013). Hopper (2003) stated that blended courses have proven to be more effective than fully online .

Chapter 2: Online and blended learning pedagogy 16 2.1 Current use of digital technology in FE 16 2.2 Defining digital teaching and learning 18 2.2.1 Emergency remote teaching (ERT) 18 2.2.2 Blended learning 18 2.2.3 Flipped learning 19 2.3 Fundamental pedagogical principles 20 2.4 Principles for an online / blended learning pedagogy 20

Spirits Whiskey Domestic American Whiskey Blended Whiskey 405604 ORPHAN BARREL The Gifted Horse Blended American Whiskey 4yr-115 pf 750ML 6 231.00 3001 SEAGRAMS 7 CROWN Blended Whiskey-80 pf 1.0L 12 182.25 3000 SEAGRAMS 7 CROWN Blended Whiskey-80 pf 1.75L 6 112.50 3002 SEAGRAMS 7 CROWN Blended Whiskey-80 pf 750ML 12 107.25

adventure tourism (ISO 21101 and TR 21102)2 addresses adventure travel specifically, and none of these standards or quality assurance systems cover all the aspects necessary for excellent adventure travel guiding. In the absence of a global qualification and performance standard, a variety of approaches to managing adventure travel guiding can be