This article will attempt to convince the reader that a blended learning approach, where an online course is supplemented by one or more classroom sessions along with several other potential delivery methods, has the greatest potential for a strong learning outcome and student satisfaction. The artic|e's contents are largely based on this author’s experience teaching a hybrid class at California State University, the research he did for his doctoral dissertation, along with an article he wrote for the Wilberforce University Faculty Journal.

1. Blended and Hybrid Learning Methods. Combining online
education with the traditional classroom-based approach.
By Dr. Rick Sheridan, Assistant professor of communications, Wilberforce University.
Abstract:
This article will attempt to convince the reader that a blended learning approach, where an
online course is supplemented by one or more classroom sessions along with several other
potential delivery methods, has the greatest potential for a strong learning outcome and student
satisfaction. The article's contents are largely based on this author’s experience teaching a
hybrid class at California State University, the research he did for his doctoral dissertation, along
with an article he wrote for the Wilberforce University Faculty Journal.
During the last 15 years there has been a large increase in Internet-based distance education
courses offered by colleges and universities throughout the United States. While these online
courses offer an opportunity to expanded enrollment with lower administration costs, there have
been numerous complaints from students. These complaints range from the frustration of
learning a new technology to a sense of isolation while taking the course alone, at home.
Despite the problems, online education has proven to be a viable method of instruction, and
combined with blended learning, can be a fully successful approach.
Introduction:
Blended learning combines the benefits of traditional instructor-led training with the advantages
of independent, self-paced learning. The term blended learning is used to describe a teaching
approach that combines several different delivery methods, such as face-to-face lecturing, self-
paced and instructor-led Internet-based courses, instructional software, along with other
components, (Bershin, 2004). Some of the advantages of blended learning include the typical
student-teacher interaction of a traditional classroom combined with the advantages of online
learning, including potential cost reduction, elimination of distance barriers, time flexibility, and
the adaptation of the learning materials to different learning styles. Typically, blended learning
courses are those in which a significant portion of the learning activities have been placed
online and in-class time has been reduced but not eliminated. The goal with these classes is to
combine the best features of the in class and the online class models.
Blended learning approaches are becoming more popular with the expansion of Internet-based
online learning. In the late 1990s many schools and universities experimented with online
learning. This offered many benefits, such as the ability to deliver a course from any location,
the possibility of lower costs for students and institutions, etc. Unfortunately there were many
complaints from students. These included problems such as difficulty with the technology,
boredom with the format, and a sense of isolation from the traditional classroom (Twigg, 1997).
Blended learning includes most of the benefits of an entirely-online course, but provides for
some face-to-face interaction between students and the instructor, along with the option of

2. including traditional printed learning materials and other resources. Face-to-face interaction
complements online learning by communicating body language and subtle nuances which
cannot be expressed through online-only communications. When blended properly, online
learning and face-to-face interaction mutually reinforce each other, giving clients the most cost-
efficient and effective solution possible.
The author of this article believes that the blended learning method can be very effective and
answers many of the criticisms of each individual method of delivery. He has personal
experience teaching a hybrid class that combined classroom instruction with online support
along with other experimental approaches. In 1999, he taught a Social Science course
(Introduction to the Internet) at California State University, Chico. The class met once a week for
an hour, and students accessed the class website during the week to complete the required
projects. The author posted several case studies and questions, along with reference materials
related to the course content.
Oblinger and Maruyama (1996) indicate that a combination of traditional and online instruction is
the most effective approach to many situations. One study they cite suggests that students
enrolled in blended learning courses are more successful compared to face-to-face courses and
online-only courses. According to this article, hybrid-teaching structures can address issues and
accomplish instructional results neither a traditional nor an online course could by itself. Another
study indicates that there is no best method of education, because students have different
learning styles, needs, and preferences.
Young (2002) points out that even with all the modern educational technology available, human
interaction is still preferred by many students. This supports the authors’ observations while
teaching his hybrid class. Without the hour of face-to-face meeting time, many of the students’
questions could not have been answered effectively. Previously, many U.S. universities focused
on developing online courses that required no face-to-face meetings. Many of these efforts have
failed and colleges reported high dropout rates in classes that are completely online.
The hybrid model is currently used by both educational and corporate audiences. IBM
(corporation) combines several types of conventional and e-learning methodologies. They run a
course in which the participants start with an instructor-led online course, then move on to a
self-study course that includes online simulations and discussion groups, followed six months
later by a week-long classroom course. Throughout, informal learning materials and
performance support tools are also available. Blended courses also have varied in how the
classroom-to-online time is distributed. In a Hybrid Course Project Study, instructors have varied
in reducing class time from 25% to 50%. They also scheduled their courses very differently. For
example, some replaced one class per week with online assignments. Others met with their
students in class for several weeks and then suspended class meetings for several weeks as
the students worked independently or in teams on online assignments. One blended learning
instructor simply replaced the last 30 minutes of a weekly night course with online work to
ensure that students were prepared to participate in the in-class discussions, (Aycock,
Garnhma, Kaleta 2002).
Some colleges in the United States have turned failing online courses into successful blended

3. learning courses, after deciding that some activities are better done in-person. An example
would be an online technology class offered by Marlboro College (U.S.) in 2005. The college
quickly organized several in-person workshops mid-semester to supplement virtual sessions.
Another interesting example comes from the Center for Distributed Learning at University of
Central Florida where they recommend a ‘90-10 Rule.’ The 90-10 Rule states that both 100%
face-to-face courses and 100% Internet-based courses are inferior to blended learning or mixed
courses. For some students and subject matters, the most effective mix will be as much as 90%
face-to-face and only 10% Internet-based. For other circumstances, the most effective mix will
be as much as 90% Internet-based and 10% face-to-face. Usually the optimum mix will be
between 90-10 and 10-90. This way, the face-to-face students benefit from the online
technology, while the Internet-based students will benefit from instructor-led interaction (Brown
2005).
Resource-based learning is similar to blended learning in the design, delivery and management
of courses, and includes some additional learning resources. Two of the main features of
resource-based learning are its adaptability to different learning styles and the encouragement
of student autonomy. Resource-based learning involves active participation with multiple
resources (the Internet, books, newspapers, and multi-media), and operates on the idea that
students learn best by doing. This is a similar approach to what the author of this thesis
advocates.
In summary, blended learning has the potential of combining the best features of a traditional
classroom learning situation, with the added flexibility and expanded reach of an Internet-based
online course. There are several components that will need additional research and
implementation before the concept of blended learning will be fully adapted. Meanwhile,
institutions are experimenting with forms of blended learning that are best suited to their
individual needs. The author believes that blended learning is a promising development and
shows excellent future potential for helping the subject group determine what is available and
combine the most relevant options for their needs, even though it is often limited to a
combination of classroom and online delivery, (Sheridan, 2006).
Teaching approaches and strategies:
Here is an excellent summary of some of the most common teaching and learning styles,
summarized from: Glossary of Teaching & Learning Strategies blog, by Tim
Gauntley (Accessed July 11, 2013 from http://timgauntley.blogspot.com/)
ACTIVITY-BASED APPROACHES: Debate, Discussion, Games, Presentation, Repetition,
Simulation.
ARTS-RELATED APPROACHES: Choreography, Collage, Docudrama, Improvisation, Mask
Making, Puppetry, Sketching to Learn, Storyboarding, etc.
COOPERATIVE APPROACHES: Buddy System, Collaborative Teaching, Community
Resources, Conflict Resolution, Discussion, Experiential Learning, Interviewing, Literature
Circles, Mentoring, Peer Teaching, Round Table Discussions, etc.
DIRECT INSTRUCTION APPROACHES: Book Discussions, Conferencing, Demonstration,
Activity Based Learning, Flash Cards, Guest Speaker Guided Reading and Writing, Lecture,

4. Mnemonic Devices, Practice and Drill, Programmed Learning Prompt, Read Aloud, Reciprocal
Teaching, Review Seminars, Socratic Dialogue, Story Mapping, Storytelling, Task Cards,
Textbook Learning, Visual Storytelling, Visualization, Word Sort, Work Sheets and Handouts,
etc.
INDEPENDENT LEARNING APPROACHES: Apprenticeship, Homework, Independent
Reading, Independent Study, Internships, Learning Contract, Learning Journal, Memorization,
Portfolio Development, Reflection, Report, Response Journal, Self-Directed Learning.
INQUIRY AND RESEARCH MODEL APPROACHES: Cognitive Skills Model, Decision-Making
Models, Historical/Geographic Inquiry, Inquiry Process, Mathematical Problem Solving ,
Problem-Based Models, Questioning Process, Research Process, Scientific Method, Technical
Design Process, Writing Process.
LEARNING STYLES: Bodily-Kinesthetic Intelligence, Interpersonal Intelligence, Intrapersonal
Intelligence, Logical-Mathematical
Intelligence, Musical-Rhythmic Intelligence, Verbal-Linguistic Intelligence, Visual-Spatial
Intelligence, Rote Learning.
MEDIA-BASED APPROACHES: Communication Applications, Computer-Aided Design (CAD),
Computer-Assisted Instruction, Database Applications, Email Applications, Graphic
Applications, Internet Technologies, Media Presentation, Media Production, Multimedia
Applications, Internet Based Online Learning, Spreadsheet Applications, Time-Management
Applications.
THINKING SKILLS APPROACHES: Analyzing Bias/ Stereotype, Anticipation Guide,
Brainstorming, Case Study, Classifying, Concept Clarification, Concept Mapping, Debating from
Both Perspectives, Estimating, Experimenting, Fair Test, Graphing, Issue-Based Analysis,
Lateral Thinking, Mind Mapping, Media Analysis, Mental Calculation, Metacognitive Reflection,
Model Making, Oral Explanation, Problem Solving, Process Notes, Semantic Feature Analysis,
Seriation, Statistical Analysis, Think Aloud, Visual/Graphic Organizers, Writing to Learn.
References:
Aycock, A. Garnham, C. and Kaleta, R., 2006. Lessons Learned from the Hybrid Course
Project. (Accessed from http://www.uwsa.edu/ttt/articles/garnham2.htm. Publication date: March
20, 2002).
Bershin, J. The blended book of learning. San Francisco, USA: Pfeiffer, 2004.
Brown, M. (2005) Learning Spaces in Oblinger, D. and Oblinger, J (ed) (2005) Educating the
Net Generation’ Educause, Retrieved March 10, 2006 from Oblinger, D. & Gauntley, T.
Glossary of Teaching & Learning Strategies blog. (Accessed July 11, 2013 from
http://timgauntley.blogspot.com/).
Maruyama M. Distributed learning. Boulder, USA: Cause Professional Paper Series, # 14, 1996.
Sheridan, R. Good Ideas for Educational Technology. Boulder, USA: Educause Quarterly, 2006.
Sorg, S., Bledsoe, R., & Juge, F. Hybrid Courses are Best. The Center for Distributed Learning
at the University of Central Florida, 2002.
Twigg, C. A. (1997). Is technology a silver bullet? Educom Review, March/April: 28-29.
Young, J. Hybrid Teaching Seeks to End Divide between Traditional and Online Instruction. The
Chronicle of Higher Education. March 22, 2002.

5. About the author:
Dr. Rick Sheridan is an assistant professor of communication at Wilberforce University in Ohio.
He has taught college-level journalism, graphics and business courses for the last 16 years.
Rick teaches and consults in the areas of: workplace writing skills, social media in the
classroom, online reputation management, and new course development. Rick specializes in
making complex materials more understandable. For more information, go to:
http://RickSheridan.com