Blended Learning Concepts - a Short Overview

This paper presents a short overview of blended learning, showing arguments for and against these concepts. Potential blended learning scenarios are described that vary depending on the degree of instructor involvement, learner self-organisation and on-line moderation or coaching. The paper ends with an example of successful application of a blended learning concept in industry. Definition of Blended Learning Blended learning can be defined as the combination of multiple approaches to pedagogy or teaching, e .g. self-paced, collaborative, tutor-supported learning or traditional classroom teaching. Blended learning often refers specifically to the provision or use of resources which combine e-learning with other educational resources. Some authors talk about "hybrid learning" [6, 7], "mixed learning" or "multimethod-learning". However, all of these concepts broadly refer to the integration (the "blending") of e-learning tools and techniques with traditional methods. Computerbased learning is no longer regarded as an alternative to traditional forms of learning/teaching. It is integrated into a learning arrangement which combines those methods that have been selected for a specific learning purpose or environment. Blended learning is not really a new concept. Teachers have always been using 'combined resources'. Basically, blended learning is just a combination of teaching or facilitation methods, learning styles, resource formats, a range of technologies and a range of expertise. Blended learning is actually a sort of a return to traditional learning concepts. Traditional training also relies on phases of self-directed learning. In classical classroom training, the didactical strategy is based on the • presentation of content by a teacher / trainer • interaction between teacher and students and among students • follow up of content presentation and exercises (homework), to be done individually or in groups /pairs. E. Tomadaki and P. Scott (Eds.): Innovative Approaches for Learning and Knowledge Sharing, EC-TEL 2006 Workshops Proceedings, ISSN 1613-0073, p. 28-35, 2006. In this respect, blended learning is also a return to teacher-centered learning scenarios, as the main responsibility over • content structuring and didactical presentation of content • learner support and control • organisation of social learning remains on the teacher's side. Blended-Learning Concepts Blended Learning concerns not only different methods, but also different theories of learning and applies these theories by using traditional and new media. It affects different levels: • the theoretical level (combining different theories of learning, like constructivism, cognitivism, behaviorism) • the methodical level (combining self-directed with instructor-led learning, individual with cooperative learning, receptive with explorative learning, etc.) • the level of the media (combining face-to-face with on-line elements; using different media, like books, video, CBT, etc.) A formal classification of learning scenarios based on the criteria of form, function and method, may help to structure different potential blended learning concepts (as described in [12]). „Form“ describes the organisational form of e-learning and its integration into institutions. Organisational forms can be traditional classroom sessions or pure elearning. Fig. 1. Organisational forms of e-learning „Function“ might be mere information, direct communication or synchronous cooperation. Fig. 2. Functions of learning Blended Learning Concepts – a Short Overview 29