Conceptual Framework

As of now, it has been argued that, if the quality of the learning experience is
preserved or increased, blended learning may be considered one way to increase
access to higher education, and that research into "interaction" is a promising avenue
for the creation of a framework for high-quality blended environments. In addition,
keeping in mind what we know about adult learners, keeping in mind what we know
about quality learning environments generally, and integrating our growing
understanding of online learning processes are all important components in ensuring
the instructional quality of blended learning.
Although this is no easy task in and of itself, there is a level of additional
complexity when we take into account what can actually be "blended" in blended
learning. There are various alternatives to the traditional definition of blended learning,
which takes online and face-to-face activities into account. Combining pedagogy (e.g.,
moving from cooperative to competitive learning), synchronous and non-synchronous
technologies, instructional models (e.g., moving from cohort to more independent
models), modalities (e.g., moving from text-based to more multimodal technologies),
and even the institutions offering the courses (students may look for or bring courses
from other institutions to a program).
The utilization of communication technologies also makes it possible to include
students, staff, or guest speakers from other institutions in the local teaching and
learning. As a result, course participants may also be "blended".
Then, a non-exhaustive list of blending options could include the frequencies
along which various spectra's activities take place:
Time (Synchronous – Asynchronous)
Place (Face-to-Face – Online) Pedagogy (Cooperative – Competitive)
Technologies (Text – Multimodal) Format (Cohort – Self paced)
Courses (Home-institution’s courses – Others)
Participants (Local – Distant)

Decisions on how, when, and what to blend are influenced and constrained by factors
such as learner, instructor, and resource characteristics as well as learning objectives.
All of them are a part of an institutional culture that may support or oppose such
innovation. Figure 1 below provides a general overview of the elements and factors that
could affect decisions made in
a blended learning
environment.
A conceptual framework for blended or hybrid teaching and learning should take each of
these mixing options' effects into account. When it comes to the relative proportions of
synchronous and asynchronous online activities in blended environments, for instance,
learner backgrounds may play a role. Some students may prefer blended learning
environments due to their need for flexibility, while others may find that activities that are
time- and location-bound are undesirable.