The document discusses blended learning, which combines face-to-face instruction with computer-mediated learning, highlighting its definition, importance, and various advantages and challenges. It categorizes blended learning into four levels and identifies pedagogical techniques and supporting elements essential for effective implementation. The document also addresses future trends, emerging technologies, and the necessity for educators to adapt and innovate in their teaching approaches.

1. Michelle Post, Ph.D.

2. Elliott Masie (2006) states,
 “All learning is blended learning.”
 “Great learning is blended.”
©Michelle Post, Ph.D. 10/12/2012 2

3.  Definition of Blended Learning
 Why Blended Learning
 Importance of Blended Learning
 Six Issues of Blended Learning
 Advantages / Disadvantages of Blended
Learning
 Different Levels of Blended Learning
 Categories of Blended Learning
 Pedagogical Techniques for eLearning
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4.  Transitioning Faculty to Blended Learning
 Hoffman’s BL Train-the Trainer Training
Agenda
 Tools for Faculty Teaching in a Blended
Learning Format
 What Does the Future Hold for Blended
Learning
 Emerging Technologies for eLearning
 Future Trends in Blended Learning
 References
 Resources
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5. “Blended learning
systems combing
face-to-face
instruction with
computer-
mediated
instruction.”
(Graham, 2006,
p. 5)
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6. Per Osguthorpe and Graham (2003) there are
six reasons for the use of blended learning.
1. Pedagogical richness
2. Access to knowledge
3. Social interaction
4. Personal agency
5. Cost-effectiveness
6. Ease of revision
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7.  “American Society for Training and
Development identified blended learning as
one of the top ten trends to emerge in the
knowledge delivery industry” (Rooney, 2003
as cited in Bonk & Graham, 2006, p. 3)
 The President of Pennsylvania State University
was quoted as saying, “that the convergence
between online and residential instruction
was the single-greatest unrecognized trend
in higher education today” (Young, 2002, as
cited in Bonk & Graham, 2006, p. 3)
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8. 1. The role of live interaction
2. The role of learner choice and self-
regulation
3. Models for support and training
4. Finding balance between innovation and
production
5. Cultural adaptation
6. Dealing with the digital divide (Graham,
2006, p. 14)
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9.  Opportunities to create  Time requirements
learning communities  Faculty to student
 Less class time with use relationship
of Internet  Technology support
 Flexibility  Learning curve for both
faculty and student in
 Increased interaction learning the technologies
from students  Longer prep time when
 Best of both worlds (F2F teaching in a blended
and BL) environment
 Improved technology  Faculty perceptions of
skills blended learning
 Asynchronous  Student perceptions of
communications blended learning
Advantages Disadvantages
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10. Graham (2006) identify four levels of blended
learning
1. Activity-Level Blending – this level occurs
“when a learning activity contains both
face-to-face and computer-mediated (CM)
elements.”
2. Course-Level Blending – this level is the
most common way to blend and is a
“combination of distinct face-to-face and
CM activities used as part of a course.”
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11. 3. Program-Level Blending – blending at this
level could be one of two models: (1) a
learner chooses a mix in his/her program of
face-to-face with online, or (2) the learner’s
program is prescribed with a mixture of
face-to-face and online already.
4. Institutional-Level Blending – this model is
where the institution has chosen to blend
its course offerings in a blended model with
face-to-face and CM instruction.
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12.  Enabling blends – focuses on addressing
issues of access and convenience
 Enhancing blends – focuses on incremental
changes to the pedagogy but do not radically
change the way teaching and learning occurs
 Transforming blends – focuses on a radical
transformation of the pedagogy (Graham,
2006, p. 13)
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13. Bonk, Kim, & Zeng (2006) identified the
following 12 pedagogical techniques.
1. Group problem-solving and collaborative
tasks
2. Problem-based learning
3. Discussion
4. Case-based strategies
5. Simulation or role play
6. Student-generated content
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14. 7. Coaching and mentoring
8. Guided learning
9. Exploratory or discovery
10. Lecturing or teacher-directed activities
11. Modeling of the solution process
12. Socratic questioning
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15.  The Organization (Support) – Has the budget and staff to
support blended learning development. The organization
needs to view a move to blended learning as a change
initiative. The organization needs to be ready, willing, and
able to make the change to a blended learning
environment. (Hofmann, 2006, p. 39)
 The Course Designers – “Blending technologies that take
advantage of learning styles, learner convenience, and the
best practices of instructional design enable course
developers to create programs that engage the learner and
maximize learning retention” (Hofmann, 2006, p. 29).
 Faculty - “. . . The entire blended learning experience,
including the self-directed components, is instructor led”
(Hofmann, 2006, p. 35).
 Learners (customers) – Learners can aid in the creation of
life long relationships through blended learning
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16.  Facilitators need to approach a blended
environment just as they would a traditional
teaching environment
 Facilitators need to learn from their mistakes ---
and not be afraid to make mistakes
 Facilitators need to participate in as many
blended learning opportunities as possible
 Facilitators need to learn ALL of the technologies
of a blended learning environment
 Facilitators need to know how to facilitate each
individual technologies
 Practice, Practice, Practice
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17. Learn How to E-Learning The Basics of Collaboratory! Ready, Willing,
Learn Online 101 Blending and Able
Session 1 Session 2 Session 3 Session 4 Session 5
Focuses on Addresses Introduces Hands-on, Addresses
learning in the definitions and blending experiential preparing the
online terminology, asynchronous, interaction with learners for
environment; demonstrates synchronous, various delivery online learning
demystifies the various delivery and traditional technologies
technology for technologies, learning
the participants and introduces technologies
so they have a the changing
positive learning roles of
instructional
designers,
facilitators, and
learners
©Michelle Post, Ph.D. 10/12/2012 17

18. More on Facilitating Creating Final Project Implementing
Blended Online Materials for E-Learning
Learning Learning the Blended Within the
Design Classroom Organization
Session 6 Session 7 Session 8 Practicum Session 9
After Focuses on Provides design In this Discusses
introducing a online strategies for individualized partnering with
media selection interactions and creating learner- project, IT, vendors,
matrix, the nuances of centered participants consultants ,
participants facilitating materials that design, and
work in synchronous, tie together assemble, and management
breakout rooms asynchronous synchronous deliver a and the
to create deliveries, and and blended marketing of the
blended blended; teaches asynchronous program. e-learning
solutions based the critical steps components of initiative to
on case study to prepare to blended online ensure its
examples train online. programs. acceptance and
success.
©Michelle Post, Ph.D. 10/12/2012 18

19. Dr. Post (2012) Suggests:
 “There is no limitation on the tools to aid a faculty in the
teaching of a blended learning course.
 The number of potential tools that can be incorporated into a
blended learning course is only limited by the faculty’s
imagination and experience.
 The best tool a faculty member can use for a blended
learning course is their own willingness to learn about a
variety of technologies, play with the technologies, and then
try a technology in their course (one at a time). Not all
technologies will work in a blended learning course.
 There are so many resources available from books, blogs,
websites, and more. A faculty member just needs to take at
least one hour a week to research ways to enhance the
blended learning course.”
 See the Resource slide for some websites and blogs to review.
©Michelle Post, Ph.D. 10/12/2012 19

20.  Graham (2006) states, “We live in a world in
which technological innovation is occurring at
breakneck speed and digital technologies are
increasingly becoming an integral part of our
lives” (p. 16).
 Ross and Gage (2006) states, “that the future
learning systems will be differentiated not
based on whether they (institution) blend, but
rather how they blend” (p. 14).
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21. Bonk, Kim, & Zeng (2006) identified the
following emergent technologies.
 Digital portfolios
 Assistive technology
 Simulations and games
 Digital libraries
 Peer-to-peer collaborative tools
 Wireless technology
 Reusable content objects
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22. 1. Mobile blended learning
2. Greater visualization, individualization, and
hands-on learning
3. Self-determined blended learning
4. Increased connectedness, community, and
collaboration
5. Increased authenticity and on-demand
learning
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23. 6. Linking work and learning
7. Changed calendaring
8. Blended learning course designations
9. Changed instructor roles
10. The emergence of blended learning
specialists
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24. Bonk, C. J., & Graham, C. R. (2006). The handbook of blended
learning: Global perspectives, local designs. San Francisco, CA:
John Wiley & Sons.
Bonk, C. J., Kim, K., & Zeng, T. (2006). Future directions of blended
learning in higher education and workplace learning settings. In
C. J. Bonk & C. R. Graham, The handbook of blended learning:
Global perspectives, local designs. San Francisco, CA: John Wiley
& Sons.
Dziuban, C., Moskal, P., & Hartman, J. (n.d.). Higher education,
blended learning and the generations: Knowledge is power no
more. Orlando, FL: University of Central Florida.
Hoffman, J. (2006). Why blended learning hasn’t (yet) fulfilled its
promises: Answers to those questions that keep you up at night.
In C. J. Bonk & C. R. Graham, The handbook of blended learning:
Global perspectives, local designs. San Francisco, CA: John Wiley
& Sons.
©Michelle Post, Ph.D. 10/12/2012 24

25. Masie, E. (2006). The blended learning imperative. In C. J. Bonk &
C. R. Graham, The handbook of blended learning: Global
perspectives, local designs. San Francisco, CA: John Wiley & Sons.
Osguthorpe, R. T., & Graham, C. R. (2003). Blended learning
systems: Definitions and directions. Quarterly Review of Distance
Education, 4(3), 227-234.
Rooney, J. E. (2003). Blending learning opportunities to enhance
educational programming and meetings. Association
Management, 55(5), 26-32.
Ross, B., & Gage, K. (2006). Global perspectives on blending
learning: Inside from WebCT and our customers in higher
education. In C. J. Bonk & C. R. Graham, The handbook of
blended learning: Global perspectives, local designs. San
Francisco, CA: John Wiley & Sons.
Young, J. R. (2002, March 22). “Hybrid” teaching seeks to end the
divide between traditional and online instruction. Chronicle of
Higher Education, p. A33.
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26.  Center for Learning & Performance Technologies
- http://c4lpt.co.uk/
 Classroom 2.0 - http://www.classroom20.com/
 Educause - http://www.educause.edu/
 Edudemic - http://edudemic.com/
 FacultyFocus - http://www.facultyfocus.com/
 Free Tech 4 Teachers -
http://www.freetech4teachers.com/
 International Society for Technology in Eduation
(ISTE) - https://www.iste.org/
 Merlot -
http://www.merlot.org/merlot/index.htm
 TES - http://www.tes.co.uk/
©Michelle Post, Ph.D. 10/12/2012 26

27. Michelle Post, Ph.D., MBA
Email: mpost.phd@gmail.com
Web: http://reachyourpotential.info/
Linkedin:
http://www.linkedin.com/in/michellepostphd
Twitter: http://twitter.com/michellepost
Slideshare.net:
http://www.slideshare.net/mpostphd
©Michelle Post, Ph.D. 10/12/2012 27