Blended learning

Blended learning is an approach to learning in which different learning methods are combined. It includes traditional face-to-face classroom interaction and different forms of technology-based learning. This is an institutionalised instruction method that can be applied in schools and it benefits from the advantages from traditional models of teaching and digital assistance. Blended learning can be used in education but also in businesses. It provides an interactive framework for both learners and instructors and can be used as a solution to ease the initial move from traditional models of teaching to e-learning. Many authors such as Gynther (2005)predict that the near future will bring an educational system that is mainly supported by computer-based learning. This is that the difference between traditional classrooms and digital learning will disappear. Blended learning can implement the use of multimedia technology, CD-ROMs, virtual classrooms, voicemail, e-mail, conference calls, video streaming, online text animation, blogging, podcasting combined in a classroom setting or in be based on a one-to-one teaching. The important factors of using such blending experience is that learning can be easily tailored to the individual (Bersin, 2004). It offers flexibility in time, place and learning process. It can be used in schools, universities, work and also at home. It can connect learners across nations and can build a support network.

In my first blog, I emphisised how schools’ one-size-fits-all approach might not be the best option as individuals have preferred different styles of learning. Blended learning can successfully overcome these obstacles. Blended learning can fundamentally create a holistic model of personalisation as individuals engage and connect with their own personal preference. Individual preferences and personal competence emphasis can provide people with meaningful learning experiences that encourage personal development. David Coleman argues that there are a number of definitions to intelligence but he identified, in his Working with Emotional Intelligence book, five basic emotional and social dimensions to his definition of intelligence – self-awareness, self-regulation, motivation, empathy and social skills. Coleman is then identifying other types of intelligence which along with social skills are as important as IQ and other qualifications. Organisations can also recognise their importance when employing. This type of intelligence, which is gradually becoming more influential, can be more easily acquired with blended learning compared to traditional learning models for a number of reasons.  First of all if learners learn in their own style then they are more likely to enjoy the experience enhancing memory. Learning material can be more easily remembered as attention and personal meaning are more likely to happen in this context. Secondly learners are not made to learn a particular content thus their own willingness will drive their learning. Therefore, motivation will result from own desire and curiosity influencing dedication and commitment. Lastly, individuals will learn more than just content as  blended learning provides the appropriate frame for learners to develop the most vital skill that is to access the information whilst learning how to learn.

It appears then, that blended learning provides the best from both worlds. Individuals using this model can have their individualised learning style through digital-material and can also have instruction in a traditional classroom.

References:

Thorne, K. (2003). How to integrate online & traditional learning. United States: Kogan Page Limited. Retrieved on February 10, 2012, from Google Books:
http://books.google.co.uk/books?id=xkBMgdG9up8C&pg=PA18&dq=why+is+blended+learning+important&hl=en&sa=X&ei=3X41T9ioAqSi0QWXs_W-Ag&ved=0CD4Q6AEwAA#v=onepage&q=why%20is%20blended%20learning%20important&f=false