Blended learning combines both face-to-face and online learning. It allows flexibility and accessibility for students while also promoting interaction and engagement. Definitions of blended learning describe the thoughtful integration of in-person and digital learning, or a mix of face-to-face and online activities. Reasons to implement blended learning include improving learning outcomes, increasing demand for flexibility, and developing students' digital literacy. However, blended learning also presents challenges such as increased workload and lack of institutional support.

1. What is Blended Learning?
• WHAT - “blended learning” definitions
• WHY – reasons to do it
• WHY NOT – challenges to overcome
• VIDEO – a blended example

2. Definition #1
“all learning is blended…[it is] the use of two
or more styles of content or context delivery
or discovery”
Maise (2006)

3. Definition #2
“mixes F2F and non-F2F activities, some
performed synchronously, some
asynchronously”
Diaz, V., &
Brown, M. (2010).

4. Blackboard OWL Enrolment Stats for Jan 16, 2013
• Course spaces this term = 1106
• CRNs in system this term = 1660
• Students with at least 1 course = 14991
• Total enrolments = 57596

5. The LMS in Blended Learning
"[The LMS is] focused primarily on helping
teachers increase the efficiency of the
administrative tasks of instruction
(e.g., distribute documents, make
assignments, give quizzes, initiate
discussion boards, assign students to
working groups, etc.)"
Mott, Jon, and
David A. Wiley.
(2009)

6. Definition #3
“the thoughtful integration of face-to-face and
online learning”
COHERE (2012)

7. Definition #4
“Blended learning refers to enriched, student-
centred learning experiences made possible by
the harmonious integration of various strategies,
achieved by combining F2F interaction with ICT”
Torrisi-Steele (2011)

8. Why Blended Learning?
“The rules are changing, and there is increased
pressure on institutions of higher education to
evolve, adapt, or desist.”
(Swail, 2002)

9. Why Blend?
• Flexibility, accessibility
• Interaction and engagement
• Improved learning outcomes
• Increased demand
• Greater student satisfaction and preparation
• Higher digital literacy for the knowledge economy
• Business case, optimization of resources
• Improved teaching and learning

10. Student preparation
“Students in my traditional courses come to class like baby
birds with their mouths open for food. In my blended
course, students come in prepared and actively contribute
to the class.”
Futch and Thompson (2012)
The Blended Learning Toolkit

11. Challenges
• Workload – “course and a half” syndrome
• Insufficient support
• Bells and whistles
• Absence of policy, strategy, direction
• Students like F2F
• Student reluctance to go from passive to active learning

12. The Twitter Experiment
http://www.youtube.com/watch?v=6WPVWDkF7U8

13. References
Collaboration for Online Higher Education Research (COHERE), Innovative Practices Research Project: COHERE Report
on Blended Learning (2012)
Diaz, V., & Brown, M. (2010). Blended Learning: A Report on the ELI Focus Session. Educause, 2. Retrieved January
20, 2013, from http://www.educause.edu/Resources/BlendedLearningAReportontheELI/218492
Futch, L. and Thompson, K. (2012, October 10). The blended learning toolkit: A ready-made faculty development
program. Pre-conference workshop at Sloan-C ALN Conference, Orlando, FL.
Maise, E. (2006). The Blended Learning Imperative. In C. Bonk, & C. Graham (Eds.), The handbook of blended
learning: Global perspectives, local designs (pp. 22-26). San Francisco: Pfeiffer.
Mott, Jon, and David A. Wiley. (2009). Open for Learning: The CMS and the Open Learning Network. In Education:
Exploring our Connective Educational Landscape.
Swail, W.S. (2002). Higher education and the new demographics: Questions for policy. Change Magazine, 34(4), 15-23
Torrisi-Steele, Geraldine (2011). This thing called blended learning – a definition and planning approach. In Research
and Development in Higher Education: Higher Education on the Edge Volume 34.