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When I first heard the term 'blended learning' a number of years ago, I was teaching high school science and had only a vague understanding of what it meant: teaching and learning that combines face-to-face and online components. I had no idea where to begin or how I could go about 'blending' my courses. How would I do it? What would the potential benefits be? What would the challenges be? Fast forward 8 years, and now I'm lucky enough to be working with faculty at the U of A who are implementing blended courses. Often one of the first questions we address together was one of my first questions as well:
What is blended learning?
While blended learning can take a variety of shapes and forms, blended courses are typically defined as those where between 30 to 79 percent of the course content is delivered online (Allen, Seaman & Garrett, 2007, p. 5). Two examples of blended approaches that I've supported instructors in implementing at the U of A include flipped classes and web enhanced courses, though I should mention that there are many other ways to blend courses (and all are tailored to the unique course context).
In flipped classes, the homework and in-class components of the course are 'flipped', which means that students will usually access lecture material online prior to class (through videos, readings, or other media). This leaves in-class time for student-centered, engaging learning activities such as group-work, problem solving, discussions, simulations, or other learning experiences. In some instances of flipped learning, the number or length of face-to-face classes may be reduced, especially if there is a large online component to the course (Centre for Teaching and Learning [CTL], 2016).
In web-enhanced courses, students typically attend regularly-scheduled, face-to face meetings or lectures and are then expected to complete online activities at home. These online activities relate to and may even extend or enhance the concepts addressed in face-to-face meetings. Examples of these online activities could include completing quizzes, engaging in synchronous or asynchronous discussions, watching videos, or participating in labs or simulations (CTL, 2016).
What are some of the benefits and challenges of blended learning?
Just as with any change you make to your teaching practice, blending a course can come with some growing pains. I often warn my teams that the upfront work in preparing for a blended course may be extensive: creating, adapting, or acquiring content for the online component of the course takes time, as does developing engaging in-class activities. However, I believe the potential payoffs are worth this time investment. There are a number of reasons why post secondary institutions are increasing their blended course offerings, including the flexibility blended courses offer related to scheduling, as well as potential benefits of blended courses in engaging diverse learners and learning styles and enhancing student engagement. (Alammary, Sheard, & Carbone, 2014; Bernard, Borokhovski, Schmid, Tamim, & Abrami, 2014; Harris, Connolly, & Feeney, 2009). Students in blended courses may also benefit from enhanced access to learning resources, increased autonomy and self-regulation of learning, and enhanced communication with peers and instructors, due to access to both face-to-face and online modes of communication (Owston, York, & Murtha, 2013).
Blended Learning at the U of A
At the University of Alberta, the Provost's Digital Learning Committee (PDLC) supports the implementation of digital learning activities across campus. In 2013, the Blended Learning Awards were created to provide support for faculty members at the U of A to redesign undergraduate courses into a blended format. Award recipients work extensively with Educational Developers like myself through the Centre for Teaching and Learning (CTL) to plan their course, acquire or create online resources, and to develop engaging in-class activities to help students deepen their understanding of concepts taken up online. CTL also assists with the evaluation of blended courses. Data collected from courses offered during the first cycle of blended learning awards is promising; particularly there is evidence that student engagement may be enhanced in blended courses where students can easily access instructor assistance and support, and in courses where students can actively collaborate and interact with other classmates (CTL, 2016).
To date, the Blended Learning Awards have included projects within a number of faculties including: Arts, Engineering, Faculté Saint-Jean, Medicine & Dentistry, Native Studies, Physical Education and Recreation, and Science. With a new awards being offered each year, we hope that blended learning continues to expand across all faculties and departments at the university.
If you would like to learn more about blended learning, or the Blended Learning Awards, please consider:
- Attending the Blended Learning ShowcaseBlended Learning Showcase on November 9, 2016. This showcase will include information sessions related to blended learning research and planning as well as presentations by U of A faculty who have implemented blended courses. They will discuss their experience and have time to answer your questions. For the full schedule of sessions, or to register, please visit the showcase webpage.
- Visiting blendedualberta.ca for information, resources, and examples of blended courses implemented at the U of A.
Finally, please feel free to contact the Centre for Teaching and Learning with your questions or to learn more about the ways we can support you. Online or face-to-face, we're here to help!
Carol Brown - MEd., Educational Developer, Centre for Teaching and Learning
Carol Brown is an Educational Developer for the Centre for Teaching and Learning (CTL) at the University of Alberta, where she supports instructors in course development, planning, teaching and evaluation. Previously a high school science teacher; in her current role Carol works with instructors at the U of A who are implementing blended and online courses.
References
Alammary, A., Sheard, J., & Carbone, A. (2014). Blended Learning in Higher Education: Three Different Design Approaches. Australasian Journal of Educational Technology, 30(4), 440-454.
Allen, I. E., Seaman, J., & Garrett, R. (2007). Blending in: The extent and promise of blended learning in the United States. Retrieved from: http://files.eric.ed.gov/fulltext/ED529930.pdf
Bernard, R. M., Borokhovski, E., Schmid, R., Tamim, R., & Abrami, P. (2014). A meta-analysis of blended learning and technology use in higher education: from the general to the applied. Journal of Computing in Higher Education, 26(1), 87-122. doi:10.1007/s12528-013-9077-3
Centre for Teaching and Learning. (2016). About Blended Learning. [Webpage]. Retrieved from: http://blendedualberta.ca/about/#blended
Garrison, D. R., & Kanuka, H. (2004). Blended learning: Uncovering its transformative potential in higher education. The internet and higher education, 7(2), 95-105.
Harris, P., Connolly, J., & Feeney, L. (2009). Blended learning: overview and recommendations for successful implementation. Industrial and Commercial Training, 41(3), 155-163.
Owston, R., York, D., & Murtha, S. (2013). Student perceptions and achievement in a university blended learning strategic initiative. The Internet and Higher Education, 18, 38-46. doi:10.1016/j.iheduc.2012.12.003