The term “blended learning” describes teaching approaches that take advantage of both online and face-to-face learning to increase active and collaborative learning experiences for students. Here we talk about identifying blended learning, the benefits and different approaches.
What’s the difference between blended learning, hybrid learning, technology-enhanced learning, and flipped learning?
These are all related concepts which involve combining different modes of education delivery.
- “Hybrid learning” refers primarily to location – students can attend the course either remotely, or on-site.
- “Technology-enhanced learning” refers primarily to tools – learning is enhanced through the use of technology to carry out some learning activities.
- “Flipped learning” refers primarily to timing – students complete asynchronous learning activities prior to attending a synchronous class.
“Blended learning”, meanwhile, is an umbrella term for combining any or all of those modes: face-to face and remote learning, tech-enhanced and non tech-enhanced activities, and synchronous and asynchronous learning.
Features of blended learning
When we talk about “blended learning”, we are referring to courses that have the following key features:
- The mode of each element of the course is carefully considered, and selected intentionally to support learning outcomes.
- The blending of the course maximises active learning. For example, it may include building learning activities into the LMS, using digital technologies in the classroom to enable all students to actively participate, or making passive learning asynchronous to enable active participation in class time.
What combination makes up blended learning?
“Blended learning” is an umbrella term describing a combination of any of the following modes:
- face-to-face and remote learning
- tech-enhanced and non-tech-enhanced activities
- synchronous and asynchronous learning
Case study: blended elements vs blended learning
While most courses incidentally have some blended elements, we are using “blended learning” to refer to courses where the mode of each element of the course is selected to support learning outcomes and maximise active learning.
Blended elements example
Question: My students do readings before class, bring their laptops to lectures, and can watch the recording of the lecture from home. Does that mean I’m teaching a blended course already?
Answer: Arguably yes – but a course that is intentionally designed to be blended will probably look a little different from a course that incidentally has some blended elements.
Benefits of blended learning
As an educational approach, blended learning has many benefits for both educators and students.
For educators, integrating multimedia and interactive content can enhance learning outcomes, and increases flexibility in course design and delivery.
For students, blended learning supports development of digital literacy flexibility to access resources at their own pace, with multiple r ways to engage with content.
Research has also shown the following benefits of blended learning:
- Positive impact on student learning and achievement above that of online-only and on-campus only delivery modes (Kazu & Yalçın, 2022)
- Positive outcomes in critical thinking skills and content mastery (Buhl-Wiggers et al., 2023)
- Improved student satisfaction and engagement (Buhl-Wiggers et al., 2023)
- Fulfils student preferences for flexible online options and a range of online resources (Pelletier et al., 2023)
Different approaches to blended learning
A key strength of the blended learning approach is its adaptability based on the needs of your course and learners. There are a spectrum of models, ranging from minimal integration of online components, to flipping your classroom (see below).
You can decide how you want to blend your learning activities or course, and how much you want to blend in the course. This decision may involve adjusting the ratio of online to in-person instruction, choosing specific digital tools and resources or even redesigning the course.
Here are some different approaches to blended learning:
| Model | Face-to-face driven model | Online learning driven model | Flex model/Hyflex | Flipped Classroom model |
| Description | Students primarily engage in face-to-face learning experiences on campus. Most weekly lectures, tutorials and practicums are on campus. This is supplemented by digital technologies and activities integrated either within or outside the classroom. | Students primarily engage in weekly online learning, with periodic or scheduled face-to-face components at specific points in the semester. Face to face time is reserved for hands-on activities and other in person collaborative tasks that cannot be done online. | Students have choice in how they engage in different participation modes, including a range of options of synchronous, asynchronous, face to face and online content delivery. With the choice of participating in different modes, all students should achieve the same learning outcomes. | Students work through learning materials, such as readings or pre-recorded lectures, before class. Face-to-face time whether in lectures or tutorials is used for active learning tasks that expand on the prior knowledge before class. |
References
Buhl-Wiggers, J., Kjaergaard, A., & Munk, K. (2023). A scoping review of experimental evidence on face-to-face components of blended learning in higher education. Studies in higher education, 48(1), 151-173. https://doi.org/10.1080/03075079.2022.2123911
Kazu, I. Y., & Yalçın, C. K. (2022). Investigation of the Effectiveness of Hybrid Learning on Academic Achievement: A Meta-Analysis Study. International Journal of Progressive Education, 18(1), pp. 249-265. 10.29329/ijpe.2022.426.14
Pelletier, K., Robert, J., Muscanell, N., McCormack, M., Reeves, J., Arbino, N., & Grajek, S. (2023). 2023 EDUCAUSE Horizon Report: Teaching and Learning Edition. EDUCAUSE https://library.educause.edu/resources/2023/5/2023-educause-horizon-report-teaching-and-learning-edition