# Blended Learning in K-12/Pedagogical Models- blending constructivism, behaviorism and cognitivism

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One of the harshest criticisms of Blended Learning is that the focus
tends to be on the instructor, rather than on the learner. (Oliver and
Trigwell, 2005).

Alonzo *et al.* point out that the concept of e-learning is new enough
that practitioners have not yet begun to apply pedagogical principals to
the process of e-learning. (2005)

Ideally, they continue, e-learning (and therefore Blended Learning)
should be focused on the individual learner. The course designer should
be able to utilize cognitive and constructionist theory to design an
effective course. (Alonzo *et al.*, 2005)

This course would be carefully organized so that students can easily
insert new knowledge into their pre-existing schema. The organization
should then reinforce the acquisition of new knowledge and activities
should provide a scaffolded approach to help learners practice new
skills by applying their knowledge. All of this is consistent with
cognitive theories of learning, which tend to focus on the processes of
information acquisition, organization, retrieval, and application.

Constructivist theories of learning describe learning as a process
whereby the learner takes in new information, and inserts it into
existing schema. Each learner constructs meaning differently based upon
their own experiences. In other words, there is a disconnect between
knowledge that is taught, and knowledge that is learned, because the
learner will re-interpret what is being taught, and construct his or her
own meaning from that knowledge.

To support the constructivist approach, a learning community should be
created, and then guided through the process of collaboration so that
learning is constructed by the group, rather than just the individual.
(Alonzo *et al.*, 2005)

In a traditional face-to-face learning environment, one of the more
common methods of constructing group meaning is through discussion. The
instructor typically begins the discussion by posing a question. The
instructor then invites members of the class to make an impromptu
response. Other class members then respond to the first student, and a
discussion develops. In this way, students are exposed to several
perspectives, and the answer to the original question is constructed for
each learner based upon the individual\'s assessment of the group\'s
responses.

In a blended environment, this discussion format can be easily adapted
and enhanced. The discussion could be held synchronously, in group chat,
or could be held asynchronously, in a forum to which learners post
responses. In a blended environment, students have the capability of
responding to several points at once. Since an asynchronous discussion
can continue over a longer period of time, students can take time to
formulate responses, and can respond to a particular part of a comment,
even if the discussion has taken another route.
