Review Related Literature

Introduction
The introduction about the Blended Learning in the academic performance on Grade 11
students in AMACC Davao Branch. This chapter will review some existing literature
about the Blended Learning System.

The concept of blended learning is derived from two words, blend and learning. The
word blend means combining things and learning denotes an assimilation of new
knowledge as explained by Olivier (2011). Blended learning allows students to engage
in learning outside the confines of the classroom; with synchronous tools, such as web
conferencing, Skype and group chats, and asynchronous tools that include discussion

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boards, blogs and social networking sites (Singh, 2003). There is no single commonly

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accepted definition of blended learning, but practitioners “negotiate their own meaning”

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according to the needs of their contexts of practice (Heinze, 2008: 8). The absence of a

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universal definition for blended learning allows HEIs to contextualise the concept

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according to their respective environments. Hence, this study adopted the definition of
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blended learning used by the university involved in the case study concerned, which is,
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“the mixture of traditional delivery including: lectures, group discussions,
apprenticeships and experiential learning, together with e-learning methods, which
accommodate various learning needs of a diverse audience in a variety of subjects”
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(University A, 2009: 1 .
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There are, however, opposing views about delineating the concept of blended learning.
For instance, Oliver and Trigwell (2005) caution against the use of the term blended
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learning primarily because it does not incorporate the perspective of the learner, and
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because it considers blending from a lecturer’s point of view. Another common objection
to blending, cited by Jackson (2011), is that aiming for a coherent blend of learning
provided through a variety of delivery mediums and instructional techniques is hard—he
reckons that it will take some careful thought and planning to achieve this. Moreover,
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only a handful of learners fully engage with all the elements of blended learning, so it is
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not worth the effort (Jackson 2011).

Despite the various and sometimes contradictory definitions of blended learning and the
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different challenges involved in implementing blended learning, HEIs are striving to

adopt blended learning because of the potential it has for transforming higher education
and engaging students in more meaningful learning experiences (Garrison and Kanuka,
2004). Blended learning is also recognised as a useful approach for improving
pedagogical practice (Kenney and Newcombe, 2011). Heinze, A. and C. Procter (2005).

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 Communication - a challenge and an enabler for facilitating. Blended learning
community. Manchester.

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