Blended learning combines online and face-to-face instruction and has been shown to have greater benefits than purely online or face-to-face learning alone. It allows for personalization by giving students access to digital materials to self-direct their learning to fill knowledge gaps. Blended learning also provides increased learning time through additional materials and opportunities for collaboration. It is being used for credit recovery and reducing costs by outsourcing niche classes.

2. Why Blended Learning?
Improved Learning
“Instruction combining online and face-to-face
elements had a larger advantage relative to purely
face-to-face instruction than did purely online
instruction.”
Means et al., 2010

3. Why Blended Learning?
Personalization
“Because digital materials may be accessed
according to students’ individual needs, and
reviewed upon demand, the provision of digital
materials allows students to self-direct certain
learning activities to fill their knowledge gaps.”
Stein and Graham, 2014

4. Why Blended Learning?
Increased Time
“It was the combination of elements in the
treatment conditions (which was likely to
have included additional learning time and
materials as well as additional opportunities
for collaboration) that produced the
observed learning advantages.”
Means et al., 2010

5. Why Blended Learning?
Credit Recovery, Nonconsumption, and Cost
Blended learning is also being used to
support credit recovery and address
nonconsumption (or the unavailability of
some courses, including AP courses), which
can save costs by outsourcing niche classes.

6. References
Christensen Institute. (2012). Christensen
Institute Blended Learning. Retrieved June 19,
2015, from http://www.christenseninstitute.org/key-
concepts/blended-learning-2/
Dziuban, C. D., Hartman, J. L., & Moskal, P. D.
(2004). Blended learning. Educause Center for Applied
Research, 2004(7). Retrieved June 19, 2015, from
http://www.educause.edu/ir/library/pdf/ERB0407.pdf
Graham, C.R. (2006). Blended learning systems:
Definition, current trends, and future
directions. In C.J. Bonk & C.R. Graham (Eds.),
The handbook of blended learning: Global
perspectives, local designs (pp. 3–21). San
Francisco: JosseyBass/Pfeiffer.

7. References
Picciano, Anthony G. (2014). Introduction to
Blended Learning: Research perspectives,
Volume 2. In A.G. Picciano, C.D. Dziuban, and
C.R. Graham (Eds.), Blended Learning: Research
perspectives, volume 2 (pp. 1-9). New York:
Routledge.
Stein, J. & Graham C. (2014). Essentials for
Blended Learning: A standards-based guide. New
York: Routledge.