User:Lam

Dear colleagues,

May I start the discussion on one of the key terms discussed ' Blended Learning' in the 'Protocol to reach objectives B1 and B2' produced and handed out by the Barcelona -ladies.

They suggest the definition of Graham (2004): Blended learning systems combine face-to-face instruction with computer mediated instruction.

I feel a bit uncomfortable with this definition. Mainly caused by the use of the term instruction. For me this is too limited and too teacher-oriented. I prefer to look at it form the learning and learner persepctive. Let me explain this a bit further.

In a research we performed on blended learning (published in Dutch) in 2005, we used the description of Garrison and Kanuka (2004). I quote: " Blended learning is both simple and complex. At its simplest, blended learning is the thoughtful integration of classroom face-to-face learning experiences with online learning experiences. There is considerable intuitive appeal to the concept of integrating the strengths of synchronous (face-to-face) and asynchronous (text-based Internet) learning activities. At the same time, there is considerable complexity in its implementation with the challenge of virtually limitless design possibilities and applicability to so many contexts.

To begin, it is important to distinguish blended learning from other forms of learning that incorporate online opportunities. First, blended learning is distinguished from that of enhanced classroom or fully online learning experiences (see Fig. 1). However, it is not clear as to how much, or how little, online learning is inherent to blended learning. In fact, this is only a rough, indirect measure that may be misleading. The real test of blended learning is the effective integration of the two main components (face-to-face and Internet technology) such that we are not just adding on to the existing dominant approach or method. This holds true whether it be a face-to-face or a fully Internet-based learning experience. A blended learning design represents a significant departure from either of these approaches. It represents a fundamental reconceptualization and reorganization of the teaching and learning dynamic, starting with various specific contextual needs and contingencies (e.g., discipline, developmental level, and resources). In this respect, no two blended learning designs are identical. This introduces the great complexity of blended learning." See for the full article: