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Blended learning is a formal education program in which a student learns at least in part through online delivery of content and instruction with some element of student control over time, place, path or pace.[1] While still attending a “brick-and-mortar” school structure, face-to-face classroom methods are combined with computer-mediated activities.[2] Proponents of blending learning cite the opportunity for data collection and customization of instruction and assessment as two major benefits of this approach.[3] Schools with blended learning models may also choose to reallocate resources to boost student achievement outcomes.[4]


History of the term[edit]

The concept of blended learning has been around for a long time, but its terminology was not firmly established until around the beginning of the 21st century. One of the earliest reference to the term appears in a press release in 1999, when the Interactive Learning Centers, an Atlanta-based education business, announced its change of name to EPIC learning. The article mentions that “The Company currently operates 220 on-line courses, but will begin offering its Internet courseware using the company's Blended Learning methodology.”[5] The meaning of blended learning widely diverged to encompass a wide variety of synthesis in learning methods until 2006, when the first Handbook of Blended Learning by Bonk and Graham was published. In this publication Graham challenged the breadth and ambiguity of the term's definition, and defined 'blended learning systems' as learning systems that "combine face-to-face instruction with computer mediated instruction."[6] Currently, use of term blended learning mostly involves "combining Internet and digital media with established classroom forms that require the physical co-presence of teacher and students."[7]

Word usage and context[edit]

The terms "blended," "hybrid," "technology-mediated instruction," "web-enhanced instruction," and "mixed-mode instruction" are often used interchangeably in current research literature.[8] However, recent researchers[when?] in the United States tend to use the term "blended learning" with more regularity.



Proponents of blended learning argue that by incorporating the "asynchronous Internet communication technology" into courses serves to "facilitate a simultaneous independent and collaborative learning experience"[9], and this incorporation is a major contributor to student satisfaction and success in such courses. The use of information and communication technologies have been found to improve access to as well as student attitudes towards learning.[10] By incorporating information technology into class projects, communication between lecturers and part-time students was improved, and students were able to better evaluate their understanding of course material via the use of "computer-based qualitative and quantitative assessment modules" in a study by Alexander and McKenzie (1998).[11]


Blended learning has a strong dependence on the technical resources with which the blended learning experience is delivered---these tools need to be reliable, easy to use, and up to date in order for the use of the Internet to have a meaningful impact on the learning experience.[9] Additionally, IT literacy can serve as a significant barrier for students attempting to get access to the course materials, making the availability of high quality technical support paramount.[10]

It has been observed that the use of lecture recording technologies can result in students falling behind on the material---in a study performed across four different universities, it was found that only half of the students watched the lecture videos on a regular basis, and nearly 40% of students watched several weeks worth of videos in one sitting.[12]

Usage / Application[edit]

Rocketship Education, based in San Jose, Calif., was the first charter school network to open schools using a school-wide blended learning model. Since then, other charter schools have continued to innovate on applications of blended learning in their schools.

See also[edit]


  1. ^ Blended Learning (Staker / Horn - May 2012)
  2. ^ Strauss, Valerie (22 September 2012). Three fears about blended learning, The Washington Post
  3. ^ Harel Caperton, Idit. (2012) Learning to Make Games for Impact. The Journal of Media Literacy, 59(1), 28-38.
  4. ^ Jacob, Anna M. (2011). Benefits and Barriers to the Hybridization of Schools. Journal of Education Policy, Planning and Administration, 1(1): 61-82.
  5. ^ Interactive Learning Centers Announces Name Change to EPIC Learning. (1999, March 5). The Free Library. (1999). Retrieved October 18, 2013 from Learning Centers Announces Name Change to EPIC Learning.-a054024665
  6. ^ Bonk, C.J., & Graham, C.R. (2006). The handbook of blended learning environments: Global perspectives,  local designs. San Francisco: Jossey‐Bass/Pfeiffer. p.5
  7. ^ Friesen, Norm (2012). "Report:Defining Blended Learning"
  8. ^ Martyn, Margie (2003). "The hybrid online model: Good practice". Educause Quarterly: 18–23. 
  9. ^ a b Garrison, D. R., & Kanuka, H. (2004). Blended learning: Uncovering its transformative potential in higher education. The Internet and Higher Education, 7, 95–105.
  10. ^ a b S. Alexander, Flexible Learning in Higher Education, In: Editors-in-Chief: Penelope Peterson, Eva Baker and Barry McGaw, Editor(s)-in-Chief, International Encyclopedia of Education (Third Edition), Elsevier, Oxford, 2010, Pages 441-447, ISBN 9780080448947,
  11. ^ Alexander, S., & McKenzie, J. (1998). An Evaluation of Information Technology Projects for University Learning.Canberra, Australia: Committee for University Teaching and Staff Development and the Department of Employment, Education, Training and Youth Affairs.
  12. ^ M. Gosper, D. Green, M. McNeill, R.A. Phillips, G. Preston, K. Woo, Final Report: The Impact of Web-Based Lecture Technologies on Current and Future Practices in Learning and Teaching, Australian Learning and Teaching Council, Sydney (2008) (