Design of Blended Learning

Definition: Blended Learning

Blended learning has picked up its way and occurs around us for a couple of years now. It may have existed or been called different names, such as "blended", "hybrid" and "mixed-mode", as seen in various research literatures (Martyn, 2003). "Blended learning" can be defined as mixing of different learning environments, majorly combining face-to-face classroom sessions and the use of computer-mediated activities. Uses of educational technologies, such as smartphones, computers, video conferences and other electronic media, are is also considered as part of the blended learning strategies (Graham 2005). A common example of mixing different learning environments would be meeting students on a regular face-to-face sessions every week, and hold online synchronous discussion sessions or asynchronously.

Importance of Blended Learning

Different learning methods always target on one common goal: to improve learning. Various researchers have shown that by using mixed environment learning methods students perform better either in learning effectiveness and satisfactions. DeLacey and Leonard found in their research that "students not only learned more when online sessions were added to traditional courses, but student interaction and satisfaction improved as well." (DeLacey and Leonard, 2002). Similar results were obtained from Ellis and his colleagues that "significant associations were found among students' concepts of discussions, approaches and levels of achievement" (Ellis et el. 2007). While blended learning, especially online discussion experienced by R. Ellis, and others, has shown significant improvement and learning performances, two criteria must be met in order for blended learning to be effective.

The first criterion is the learning motivation of the students. The students need to know what they want from learning. Discussed by Ellis (2007) that "[i]f the students did not understand how discussions could help them interrogate, reflect on and revise their ideas, they tended not to approach either the face-to-face or online discussions in ways likely to improve their understanding," the students will need to have certain expectations from the discussions or online sessions in order to achieve efficient learning outcomes.

The second criterion for blended learning to be effective is the understanding that every person has his or her own distinct learning styles. The blended learning has the advantage of accessing each student with its ease of technology, and provides the instructions of learning needs specific for each person. These instructions can be "custom-design instruction based on student needs" (deGuia & Hoffman). For students that learn better with face-to-face, they have the choice of going into the classroom, while for those