# Blended Learning in K-12/The many names of Blended Learning

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Blended Learning has been around for many years, but the name has
changed as the uses and recognition have increased. Many people may be
using a form of blended learning in lessons and teaching, but may not
realize it or be able to give it an actual name. Blended learning is
something that is used in the world of education as well as the world of
business. Blended learning is not a new concept, but may be a new term
to many users. Below is a list and explanation of just a few of the more
common, but older, names of blended learning.

\"You may hear blended learning described as "integrated learning",
"hybrid learning", "multi-method learning" (Node, 2001). \"The term
\"blended learning\" is being used with increasing frequency in both
academic and corporate circles. In 2003, the American Society for
Training and Development identified blended learning as one of the top
ten trends to emerge in the knowledge delivery industry\" (cited in
Rooney, 2003) (Graham, 2004).

## **Blended Learning - Descriptions**

Blended Learning: Learning methods that combine e-learning with other
forms of flexible learning and more traditional forms of learning.
(Flexible Learning Advisory Group 2004)

Blended learning (also called hybrid learning) is the term used to
describe learning or training events or activities where e-learning, in
its various forms, is combined with more traditional forms of training
such as \"class room\" training(Stockley, 2005).

Blended learning is usually defined as the combination of multiple
approaches to teaching. It can also be defined as an educational
processes, which involves the deployment of a diversity of methods and
resources or to learning experiences, which are derived from more than
one kind of information source. Examples include combining
technology-based materials and traditional print materials, group and
individual study, structured pace study and self-paced study, or
tutorial and coaching (Blended Learning, 2005).

Blended learning can be delivered in a variety of ways. A common model
is delivery of \"theory\" content by e-learning prior to actual
attendance at a training course or program to put the \"theory\" into
practice. This can be a very efficient and effective method of delivery,
particularly if travel and accommodation costs are involved. This
mixture of methods reflects the hybrid nature of the training.
(Stockley, 2005)

These explanations show how blended learning is viewed in different
situations, different environments, and by different people. As is
suggested blended learning involves the use of some technology as well
as the use of more traditional methods to allow the student to work and
learn at his/her own pace. Blended learning is a relatively new term.
However, the ideas of this style of teaching and learning behind it are
more common. The following is a list of synonyms or previous terms that
are linked to blended learning.

## **Hybrid Learning - Descriptions**

\"Hybrid instruction is the single greatest unrecognized trend in higher
education today\"---Graham Spanier, President of Penn State University
(TLC, 2002).

Hybrid courses (also known as blended or mixed mode courses) are courses
in which a significant portion of the learning activities have been
moved online (generally 30 - 75%), and time traditionally spent in the
classroom is reduced but not eliminated. The goal of hybrid courses is
to pair the best features of face-to-face teaching with the best options
of online learning to promote active and independent learning and reduce
class seat time. Using instructional technologies, the hybrid model
forces the redesign of some lecture or lab content into new online
learning activities, such as case studies, tutorials, self-testing
exercises, simulations, and online group collaborations (NJIT, 2005).

Using computer-based technologies, instructors use the hybrid model to
redesign some lecture or lab content into new online learning
activities, such as case studies, tutorials, self-testing exercises,
simulations, and online group collaborations (TLC, 2002).

Hybrid courses seem to be the pre-step to blended learning. Hybrid
courses involve a great amount of technology. They also greatly increase
the independence of the student by allowing him/her to work at his/her
own pace outside of the typical classroom. this is obviously a synonym
of blended learning as the explanations and ideas seem to differ very
little from those of blended learning.

## **Integrated Learning - Descriptions**

Teaching strategies that enhance brain-based learning include
manipulative, active learning, field trips, guest speakers, and
real-life projects that allow students to use many learning styles and
multiple intelligences. An interdisciplinary curriculum or integrated
learning also reinforces brain-based learning, because the brain can
better make connections when material is presented in an integrated way,
rather than as isolated bits of information (ASCD, 2005).

ILS (integrated learning system): A complete software, hardware, and
network system used for instruction. In addition to providing curriculum
and lessons organized by level, an ILS usually includes a number of
tools such as assessments, record keeping, report writing, and user
information files that help to identify learning needs, monitor
progress, and maintain student records (ASTD, 2005).

As stated by Node in the introduction, integrated learning is also seen
as a stepping stone to blended learning. This term shows a need for more
methods of teaching than the traditional classroom can offer. This is of
course the basis for blended learning. Integrated learning allows a
teacher to provided instruction to students in a way that will be
meaningful and interesting to each learner. This again is the main
concept behind blended learning.

## **Multi-method Learning or Mixed Mode Learning**

As a capability, learning is often thought of as one of the necessary
conditions for intelligence in an agent. Some systems extend this
requirement by including a plethora of mechanisms for learning in order
to obtain as much as possible from the system, or to allow various
components of their system to learn in their own ways (depending on the
modularity, representation, etc., of each). On the other hand, multiple
methods are included in a system in order to gauge the performance of
one method against that of another (Cognitive Architectures, 1994).

Node also mentions multi method learning and its connection to blended
learning. Again it is not a synonym of blended learning, but instead a
stepping stone. This shows a user how teaching outside the traditional
box can and is more meaningful to learners.

## **e-learning**

\"e-learning is a broader concept \[than online learning\], encompassing
a wide set of applications and processes which use all available
electronic media to deliver vocational education and training more
flexibly. The term "e-learning" is now used in the Framework to capture
the general intent to support a broad range of electronic media
(Internet, intranets, extranets, satellite broadcast, audio/video tape,
interactive TV and CD-ROM) to make vocational learning more flexible for
clients\" (ANTA 2003b, p. 5).

\"E-learning (elearning, eLearning) is the newer, more encompassing term
for those activities previously described by the term \"computer based
training\". Computer based training has existed for many years now\"
(Stockley, 2005).

e-learning is not a synonym of blended learning, but is a major
component of a successful blended learning unit. Without e-learning,
there would be no real technology. Without technology, there would be
little hope of blended learning. Therefore the concept of e-learning is
a major aspect of blended learning and one that needs to be recognized
and understood by those interested in blended learning.

## **Flexible Learning**

The provision of a range of learning modes or methods, giving learners
greater choice of when, where and how they learn. See also Flexible
delivery.

www.trainandemploy.qld.gov.au/tools/glossary/glossary_f.htm

Describes an educational regime providing pathway choices and learner
control of the learning process.

www.lmuaut.demon.co.uk/trc/edissues/ptgloss.htm (Google Web, 2005)

\"The term flexible learning is referred broadly to mean increased
learner choice in content, sequence, method, time, and place of
learning. In addition it is also associated with increased flexibility
in administrative and course management processes. However it is
interesting to note that most literature refers to online learning as
only a form of flexible learning, but there is a clear emphasis on the
use of online technologies to achieve flexible learning goals\" (VU
TAFE, 2004).

Flexible learning aims to meet individual needs by providing choices
that allow students to meet their own educational requirements in ways
suiting their individual circumstances. Choices may be offered in:

time and/or place of study - opportunities to study on- and off-campus
or combinations of both;

learning styles and preferences - the availability of a range of
learning resources and tasks to suit individual needs;

contextualized learning - the ability to tailor some or all of the
learning content, process, outcomes or assessment to individual
circumstances;

access - flexible entry requirements, multiple annual starting points,
recognition of prior learning, articulation between programs of study
and cross-crediting arrangements;

pace - unit completion on the basis of achievement of specified
competencies rather than according to a pre-determined calendar;

progression - flexible progression requirements and teaching periods
allowing accelerated or delayed completion of study; and

learning pathways - degree requirements allowing choice in programs of
study.

The student-centered approach underpinning flexible learning requires
different teaching methodologies and also different relationship between
teachers and students. In comparison to traditional educational models,
flexible learning is broadly characterized by:

\- less reliance on face-to-face teaching and more emphasis on guided
independent learning; teachers become facilitators of the learning
process directing students to appropriate resources, tasks and learning
outcomes.

\- greater reliance on high quality learning resources using a range of
technologies (e.g., print, CD-ROM, video, audio, the Internet)

\- greater opportunities to communicate outside traditional teaching
times

\- an increasing use of information technology (IT). Flexible learning
is not synonymous with the use of IT but IT is often central to much of
the implementation of flexible learning, for example in delivering
learning resources, providing a communications facility, administering
units and student assessment, and hosting student support systems.

\- the deployment of multi-skilled teams. Rather than the academics
responsible undertaking all stages of unit planning, development,
delivery, assessment and maintenance, other professionals are often
required to provide specific skills, for example in instructional
design, desktop publishing, web development and administration and
maintenance of programs (Centre for Felxible Learning, 2005).

Flexible learning is the main concept and reasoning behind blended
learning. The point of creating blended learning was to allow flexible
learning for the students. This term then is also a major aspect of
blended learning. It needs to be recognized and understood by users in
order to better create and deliver a blended learning unit to students.

As can be seen from the above examples and explanations, technology may
not be a given to blended learning, but an addition. Instead we need to
look at blended learning as using methods outside the traditional
classroom and teaching to help interest and reach all learners. These
methods could be using technology, or just some other form of teaching,
like speakers or manipulative, to help all student learning, to reach
all the students in the class.
