Blended Learning 2020
Over the past several months, new ideas on teaching in higher ed have been suggested. As we enter a unique autumn term 2020, I would like to share historical and current research of effective Blended Learning (BL) instructional strategies. Note, the terms BL and mixed mode are now being used interchangeably. I will provide research on BL because of its focus on learning and not on the type of mixed modes of technology used. Garrison and Kanuka (2004) define BL as “the thoughtful integration of F2F learning experiences with online learning experiences". In Zhonggen's 2015 meta-study entitled, "Blended Learning Over Two Decades," the author reviews 30 articles to explore the definition, advantages and problems of BL, arriving at the conclusion that institutions may be wise to innovate their pedagogy towards a BL. The analysis identifies major findings of BL, some which include:
BL assigned different weights to different instructional methods, stimulating teachers to create courses with a variety of teaching methods (Carbonell et al., 2013);
Interaction should act as an active process which requires learners to do rather than passively absorb information (Dias & Diniz, 2013);
Enhanced blended learning incrementally improves pedagogy, and creates fundamental paradigm shifts (Graham, 2006);
Teachers’ Internet self-efficacy about web-based learning were important predictors of their attitudes toward web- based development (Kao & Tsai, 2009);
Interactive learning activities in BL effectively help students achieve learning outcomes (Kember et al., 2010); and
With proper support and planning, BL can result in positive institutional transformation (Moskal, Dziuban, & Hartman, 2013).
The study further addresses how BL can promote collaboration, learning outcomes; effectiveness in large- enrolled classes; and questions if institutions are willing to update their educational models.
In historical research, the Education Department’s 2009 meta-analysis from 1996 through 2006 and ultimately finds that students in BL classes outperformed those in fully online or in-person classes. In the Rapid Evidence Assessment study (April 2020), the authors provide a summary of policy and practice implications from more than 60 studies of BL, which include:
Different approaches to BL suit different tasks and types of content;
Supporting students to work independently can improve learning outcomes (metacognitive reflection, self-regulated learning);
Peer interactions can provide motivation and improve learning outcomes (feedback, sharing models and opportunities for collaboration and live discussions of content); and
Teaching quality is more important than how lectures are presented (clear explanations, scaffolding and feedback).
In early May 2020, I shared a weekly SoTL article on the topic of Mixed Mode as many universities were finishing a chaotic term and trying to plan for an uncertain summer and autumn term. I mention this now as a point of reference and to note two important updates:
Ideas for Mixed-Mode Instruction included a Two and Three-Dimension aspect, which now would seem to need a Fourth-Dimension possibility of time. Many universities are beginning their term early; or delaying in an attempt to navigate around the circumstances of Covid. This uncertainty has created pedagogical challenges related to scheduling.
In addition to the section on Challenges of Mixed-Mode teaching (equity, time, course design, student choice and selection), early anecdotal results have confirmed the challenges as well as increased uncertainties on how to manage the challenges. Some educators perceive their role has been increased without sufficient resources or support.
Although there is no perfect solution, I would like to share that the compelling research remains consistent of addressing effective course design early and often prior to teaching in any environment. There are now many programs that have been created to assist faculty in migrating their F2F courses into an online and/or BL. Quality Matters has created a "From Remote Instruction to Online Design Quality" program; and I have updated a Backward Course Design Studio for Online Teaching. Please let me know if I can provide assistance and/or suggestions for your course design.
Zhonggen, Y. (2015). Blended Learning over two decades. International Journal of Information and Communication Technology Education, 11(3), 1-19. doi:10.4018/IJICTE.2015070101
