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Blended learning: Let's get beyond the hype

Article  in  E-Learning · January 2002

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Margaret Driscoll
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IBM Global Services Writing the second edition of my book, Web-Based Training, meant updating my
Lotus LearningSpace definition of blended learning. The term has constantly taken on new meanings.
In fact, blended learning refers to four different concepts: blended learning v. 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.

To combine various pedagogical approaches (e.g., constructivism, behaviorism,

cognitivism) to produce an optimal learning outcome with or without instructional
technology.

To combine any form of instructional technology (e.g., videotape, CD-ROM,

Web-based training, film) with face-to-face instructor-led training.

To mix or combine instructional technology with actual job tasks in order to

create a harmonious effect of learning and working.

The point is that blended learning means different things to different people,
which illustrates its widely untapped potential.

Blended learning is a great way to initiate an organization into e-learning

because it benefits learners, the training staff, and the organization's bottom
line. It allows organizations to gradually move learners from traditional
classrooms to e-learning in small steps, making change easier to accept.
Working in a blended environment enables instructors and instructional
designers to develop the skills needed for e-learning in small increments.
Training professionals can move small sections online as the needed e-learning
skills are developed. Many organizations have spent a great deal of money
developing classroom materials and are not about the throw that investment
away. Blended learning allows organizations to supplement or compliment
existing courseware rather than replace it.

So, here are some examples of how to get started with blended learning: Put
the assessment online. Move a test or assessment online to enable the training

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department to automate scoring and make it easier to track and report scores.

Follow up with a community of practice. Creating a threaded discussion for

learners to access after training lets them stay in touch with classmates to ask
questions, share insights, and post resources.

Make reference materials available. Links to reference materials relating to

courses enable learners to explore topics in greater depth and reduce their
reliance on three-ring binders of information, which traditionally become
outdated in a matter of months.

Deliver pre-work online. Online pre-work saves costs associated with shipping
material and the ability to track scores ensures that learners show up prepared.

Provide online office hours. Learners often appreciate help from a real person
who can answer questions, help learners devise strategies for learning in a self-
paced mode, or simply provide moral support.

Use mentoring/coaching as a tool. Extend the classroom experience. Using a

coach, students can ask questions that enable the coach (or classroom
instructor) to improve face-to-face classes.

Provide job-aids. Job aids such as PDAs can help learners organize
information, review course instruction, and access short hints from the course
on-demand.

Access experts. As a follow up to a face-to-face class, a live virtual classroom

program can be created to provide learners with access to the experts in a
remote location.

Create a "lifeline." This kind of online tool allows learners to access expertise
outside the formal classroom and to get answers quickly from the best sources.

Maximize e-mail and messaging. E-mail is probably one of the least appreciated
ways of extending blended learning solutions. The use of e-mail distribution lists
before, during, and after learning events is powerful.

Sent directly to the learners, e-mail can include attachments with new
information, point learners to additional resources, suggest advanced classes,
and remind learners of when they need to get re-certified.

These are some simple ideas for getting started, although I think the real leap
forward will be blending learning with work!

Italian Translation - as it appeared in the Italian publication Linea.EDP, June

2002

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