# Blended Learning in K-12/Definition

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Dr. Margaret Driscoll identifies four different concepts in defining
blended learning **The first defines blended learning as meaning \"to
combine or mix modes of Web-based technology (e.g., live virtual
classroom, self-paced instruction, collaborative learning, streaming
video, audio, and text) to accomplish an educational goal.\"**
(Driscoll, 2002) Other authors also define blended learning according to
Driscoll's first. For example in the introduction to \"Building
Effective Blended Learning Programs\", Harry Singh (2003) indicates
blended learning models "combine various delivery modes. Anecdotal
evidence indicates that blended learning not only offers more choices
but also is more effective.\"

Dr. Driscoll's **second definition describes blended learning as meaning
\"to combine various pedagogical approaches (e.g., constructivism,
behaviorism, cognitivism) to produce an optimal learning outcome with or
without instructional technology.\"** (Driscoll, 2002)

As Charles Graham points out in his introduction to the article "Blended
Learning Systems: Definition, Current Trends, and Future Directions",
both of these first two concepts "suffer from the problem that they
define BL so broadly that there encompass virtually all learning
systems." (Bonk & Graham, 2004)

The **third definition from Dr. Driscoll (2002) defines blended learning
as meaning \"to combine any form of instructional technology (e.g.,
videotape, CD-ROM, Web-based training, film) with face-to-face
instructor-led training.\"** (Driscoll, 2002) Most authors echo this
definition such as Gary Harriman, who indicated in his article, "What is
Blended Learning" (2004), that "blended learning combines online with
face-to-face learning. The goal of blended learning is to provide the
most efficient and effective instruction experience by combining
delivery modalities.\" (GrayHarriman, 2004) In addition, Judith Smith in
her article, "Blended Learning: An Old Friend Gets a New Name", defined
blended learning "as a method of educating at a distance that uses
technology (high-tech, such as television and the Internet or low-tech,
such as voice mail or conference calls) combined with traditional (or,
stand-up) education or training.\" (Smith, 2001) Simply put the
Rochester Institute of Technology reported in the "Blended Learning
Pilot Project: Final Report for the Academic Year 2003--2004" that
\"blended learning aims to join the best of classroom teaching and
learning with the best of online teaching and learning.\" (Rochester
Institute, 2004) New South Wales Department of Education and Training
(2005) echoes the above authors in the article, \"Blended Learning" by
stating \"blended learning is learning which combines online and
face-to-face approaches.\" (NSW, 2005) Richard Voos (2003) also repeats
this definition that blended learning is a combination of face-to-face
and online media while he goes on to state that blended learning also
results in \"seat time\" being "significantly reduced". (Voos, 2003)
Carla Garnham and Robert Kaleta (2002) identified blended learning or
hybrid courses as joining the best features of "in-class teaching with
the best features of online learning to promote active independent
learning and reduce class seat time.\" (Garnham and Kaleta, 2002) Alfred
Rovai and Hope Jordan (Aug 2004) in the article \"Blended Learning and
Sense of Community: A Comparative Analysis with Traditional and Fully
Online Graduate Courses\" indicate \"a blended course can lie anywhere
between the continuum anchored at opposite ends by fully face-to-face
and fully online learning environments.\" (Rovai and Jordan, 2004)
"According to Colis and Moonen (2001) blended learning is a hybrid of
traditional face-to-face and online learning so that instruction occurs
both in the classroom and online, and where the online component becomes
a natural extension of traditional classroom learning.\" (Rovai and
Jordan, 2004) e-Learning Centre\'s Library defines blended learning as
\"a learning solution created through a mixture of face-to-face, live
e-learning, self-paced learning as well through a mix of media -- 'the
magic is in the mix!' or 'the beauty is in the blend!' \" (e-Learning
Centre, 2005) The Australian National Training Authority's (2003)
"Definitions of Key Terms Used in e-learning" provides a definition of
blended learning from Flexible Learning Advisory Group (2004) as
"learning methods that combine e-learning with other forms of flexible
learning and more traditional forms of learning. "

**The fourth concept from Dr. Driscoll defines blended learning as
meaning \"to mix or combine instructional technology with actual job
tasks in order to create a harmonious effect of learning and
working.\"** (Driscoll, 2002) This fourth definition gives an indication
as to the popularity of blended learning as part of corporate training.
\"Blended Learning is the latest buzzword in corporate training. Mixing
e-learning with other types of training delivery.\" (Bersin, 2003)

There are other authors who have defined blended learning by combining
Driscoll's first and third concept. The Royer Center for Learning and
Academic Technologies (2004) defines blended learning as intermingling
"multiple learning strategies or methods with a variety of media. In
contemporary terms, learning strategies and media typically include
aspects of face-to-face instruction and online (or distance) learning,
in combination with a rich variety of learning strategies or
dimensions.\" (Royer, 2004) From "The Node\'s Guide to Blended Learning:
Getting the Most out of Your Classroom and the Internet" (2001), the
Node Learning Technologies Network defines blended learning as learning
that uses "multiple strategies, methods and delivery systems" including
the "integration of multiple strategies, methods and delivery systems".

\"Good teachers have always used a mix of strategies, methods and media
to reach their objectives--that's not new. What is new is that today's
Internet-based tools can facilitate communication, interaction, and
collaborative learning in ways that were not possible before. What's
also new is the relative accessibility of digital learning technologies
and the ease with which instructors can blend them with classroom
resources\" (Node, 2003).

Purnima Valiathan (2002) in \"Blended Learning Models" also combined the
Driscoll's first and third concepts of blended learning in stating that
the term blended learning is "used to describe a solution that combines
several different delivery methods, such as collaboration software,
Web-based courses, EPSS, and knowledge management practices ... to
describe learning that mixes various event-based activities, including
face-to-face classrooms, live e-learning, and self-paced learning.\"
(Valiathan, 2002)

In defining "blended learning", a few authors concentrate on the word
blended. As defined in The Concise Oxford Dictionary, 8th edition, to
blend means to "form a harmonious compound, become one". (Concise Oxford
Dictionary 8th edition,1990) As Peter Isackson (2002) emphasizes, the
definition of blended learning needs to focus on the \"blending\" of the
methods and strategies and not just the \"tossing\" together of the
different modalities. Isackson (2002) uses the analogy of good blending
\"like a good Scotch whiskey\"; Royer Center (2004) offers additional
analogies of blending as \"compared to gourmet coffees, wines, hybrid
vehicles, and even gasoline. Each blend offers a variety of choices that
form an appealing whole.\" (Royer, 2004) In connection with these
analogies the Royer Center (2004) goes on to explain that blended
learning can have a variety of flavors and thus "there is no single
approach for 'how to blend' ", just as there exist different recipes for
one type of food dish. "Successful blended learning, like a successful
recipe, mingles a range of complementary ingredients in order to support
the unique purpose of each learning event.\" (Royer, 2004) Thus, as
Isackson (2004) points out, "much of what people claim to offer today as
\"blended learning\" isn\'t so much blended (like a good Scotch whisky)
but \"tossed\" (like a salad)." There is the need to "distinguish
between blended learning \-- where there is a real input/output strategy
and a dynamic structure \-- and \"tossed learning\" where the form of
input alternates.\" (Isackson, 2002) As reported in "The Node\'s Guide
to Blended Learning: Getting the Most out of Your Classroom and the
Internet", \"blended learning can be many things--there is no
prescription and no recipe.\" (Node, 2003)

Finally, as there are a number of concepts for defining blended
learning, Martin Oliver and Keith Trigwell (2005) in their article,
\"Can \'blended learning\' Be Redeemed\", are critical of using the term
at all. Oliver and Trigwell (2005) argue that the term 'blended
learning' is "ill-defined and inconsistently used. Whilst its popularity
is increasing, its clarity is not." Oliver and Trigwell (2005) state
that definitions of blended learning lack "an analysis from the
perspective of the learner.\" Oliver and Trigwell (2005) suggest the
need for a \"shift away from manipulating the blend as seen by the
teacher, to an in-depth analysis of the variation in the experience of
the learning of the student in the blended learning context.Along the
same line as Oliver and Trigwell\'s (2005) criticism of the use of the
term \"blended learning\", Don Morrison (2003) writes, \"Personally, I'm
much more comfortable talking about the strategic use of learning
delivery channels than 'blended learning'. Every enterprise has learning
delivery channels---it\'s a question of identifying them and deciding
which to use when.\" He continues by saying, \"I have heard blended
learning dismissed as the Emperor\'s New Clothes on the basis that all
learning---from infancy, through the classroom, and into the
enterprise---is blended learning.\" (Morrison, 2003)
