Throughout EDUC 4000 we have learned about various methods that incorporate media and technology into the curriculum, lessons, and testing. Without realizing it, we have been studying the method of blended learning and how it applies to teaching and learning all along. One definition of blended learning is “learning that is facilitated by the effective combination of different modes of delivery, models of teaching and style of learning, and founded on transparent communication amongst all parties involved within a course” (Heinze & Proctor, 2004, p. 11). A prime example of blended learning would be EDUC 4000 in itself, as we are in part learning through a delivery of content and instruction via digital and online media, with some form of student control over time, place, and pace. This course emphasizes the central role of computer-based technologies, incorporating blended learning in everything that we do.
According to Sharma (2004), blended learning is a ‘buzzword’ in language learning, and has been used for almost 20 years with its meaning constantly changing throughout this period (p. 456). Sharma (2004) also talks about three main definitions that blended learning has. The first definition is, “‘the integrated combination of traditional learning with web based on-line approaches”, the second, “the combination of media and tools employed in an e-learning environment”, and lastly, “the combination of a number of pedagogic approaches, irrespective of the learning technology used” (Sharma, 2004, p. 456). The first definition is seen as the ‘classic’ definition, using both traditional learning and integrating the online part of the course through different learning technologies. The second definition describes a “purely distance learning course, where no face-to-face lessons occur. Communication between the learner and e-tutor may take place through any number of technologies, such as email and Internet telephone” (Sharma, 2004, p. 456). Before looking at what the third definition describes, there is already a large difference between definition one and definition two. Definition one reflects on a combination of face-to-face and online teaching, where as the second reflects on a combination of technologies. The third definition reflects on a combination of methodologies, and “combines ‘transmission’ and ‘constructivist’ approaches, such as one involving elements of a present-practice-produce methodology as well as task-based learning” (Sharma, 2004, p. 456). As we already see just through these three definitions, blended learning is constantly developing as technology continues to grow and the world we live in becomes more virtual-based.
There are copious amounts of ways that blended learning applies to teaching and learning; the most evident being that it combines the best of the teacher with the best of the technology, resulting in improved learning outcomes. Courses are now mainly based online (such as D2L) which accompanies students as they leave school and can continue their studies at home with ease. Online learning needed a little ‘remodeling’ and a new way to capture students’ attention while still emphasizing on social interaction. Blended learning is that little bit of remodeling that was needed and is now seen as the “effective combination of different modes of delivery, models of teaching and styles of learning” (Heinze & Proctor, 2004, p. 2). Before educators decided to ‘blend’ their learning, they had to weigh the positive and negative sides of blending learning. There were six reasons identified why one might chose to design or use a blended learning system, “pedagogical richness, access to knowledge, social interaction, personal agency, cost effectiveness, and ease of revision” (Graham, 2004, p. 7). Although it is evident that blended learning has its benefits, just like anything else it also has some drawbacks. The biggest setback found by Heinze & Proctor (2004) was the unsatisfactory use of face-to-face time, leaving students “feeling as if they were not receiving enough guidance or structure to their learning” (Heinze & Proctor, 2004, p. 6). Heinze & Proctor (2004) also found that there is not only one right form of media for delivery, and that other limitations include the application of conservational framework to online group based learning (p. 4).
As a future educator, I personally believe that if teachers stay educated on technology and media, and ensure that they are using proper sources when facilitating a class, blended learning is a very valuable form of teaching. It is evident that face-to-face learning is still important in order for students to learn, but it is also evident that media enriched curriculum has a large impact on the way the 21st century learners are learning. Just like every other form of learning there needs to be trial and error in order to perfect it, and I believe that we are on the path to creating a form of education that we will never drift away from. The beauty of blended learning is that it is forever growing, just like our minds, and the future of education.
According to Sharma (2004), blended learning is a ‘buzzword’ in language learning, and has been used for almost 20 years with its meaning constantly changing throughout this period (p. 456). Sharma (2004) also talks about three main definitions that blended learning has. The first definition is, “‘the integrated combination of traditional learning with web based on-line approaches”, the second, “the combination of media and tools employed in an e-learning environment”, and lastly, “the combination of a number of pedagogic approaches, irrespective of the learning technology used” (Sharma, 2004, p. 456). The first definition is seen as the ‘classic’ definition, using both traditional learning and integrating the online part of the course through different learning technologies. The second definition describes a “purely distance learning course, where no face-to-face lessons occur. Communication between the learner and e-tutor may take place through any number of technologies, such as email and Internet telephone” (Sharma, 2004, p. 456). Before looking at what the third definition describes, there is already a large difference between definition one and definition two. Definition one reflects on a combination of face-to-face and online teaching, where as the second reflects on a combination of technologies. The third definition reflects on a combination of methodologies, and “combines ‘transmission’ and ‘constructivist’ approaches, such as one involving elements of a present-practice-produce methodology as well as task-based learning” (Sharma, 2004, p. 456). As we already see just through these three definitions, blended learning is constantly developing as technology continues to grow and the world we live in becomes more virtual-based.
There are copious amounts of ways that blended learning applies to teaching and learning; the most evident being that it combines the best of the teacher with the best of the technology, resulting in improved learning outcomes. Courses are now mainly based online (such as D2L) which accompanies students as they leave school and can continue their studies at home with ease. Online learning needed a little ‘remodeling’ and a new way to capture students’ attention while still emphasizing on social interaction. Blended learning is that little bit of remodeling that was needed and is now seen as the “effective combination of different modes of delivery, models of teaching and styles of learning” (Heinze & Proctor, 2004, p. 2). Before educators decided to ‘blend’ their learning, they had to weigh the positive and negative sides of blending learning. There were six reasons identified why one might chose to design or use a blended learning system, “pedagogical richness, access to knowledge, social interaction, personal agency, cost effectiveness, and ease of revision” (Graham, 2004, p. 7). Although it is evident that blended learning has its benefits, just like anything else it also has some drawbacks. The biggest setback found by Heinze & Proctor (2004) was the unsatisfactory use of face-to-face time, leaving students “feeling as if they were not receiving enough guidance or structure to their learning” (Heinze & Proctor, 2004, p. 6). Heinze & Proctor (2004) also found that there is not only one right form of media for delivery, and that other limitations include the application of conservational framework to online group based learning (p. 4).
As a future educator, I personally believe that if teachers stay educated on technology and media, and ensure that they are using proper sources when facilitating a class, blended learning is a very valuable form of teaching. It is evident that face-to-face learning is still important in order for students to learn, but it is also evident that media enriched curriculum has a large impact on the way the 21st century learners are learning. Just like every other form of learning there needs to be trial and error in order to perfect it, and I believe that we are on the path to creating a form of education that we will never drift away from. The beauty of blended learning is that it is forever growing, just like our minds, and the future of education.