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= Blended Learning Defination =

** Dr. Margaret Driscoll identifies four different concepts in defining blended learning The first defines blended learning as meaning "to combine or mix modes of Web-based technology (e.g., live virtual classroom, self-paced instruction, collaborative learning, streaming video, audio, and text) to accomplish an educational goal." (Driscoll, 2002) Other authors also define blended learning according to Driscoll’s first. For example in the introduction to "Building Effective Blended Learning Programs", Harry Singh (2003) indicates blended learning models “combine various delivery modes. Anecdotal evidence indicates that blended learning not only offers more choices but also is more effective." ** = Blended learning ( From Wikipedia, the free encyclopedia ) =

**It is refers to a mixing of different learning environments. The phrase has many specific meanings based upon the context in which it is used. Blended learning gives learners and teachers a potential environment to learn and teach more effectively.** = Mixing synchronous and asynchronous instruction = = = **A blended learning approach can combine face-to-face instruction with computer-mediated instruction. It also applies science or IT activities with the assistance of educaational technologies using computer, cellular or Smartphones, Satellite television channels, video conferencing and other emerging electronic media. Learners and teachers work together to improve the quality of learning and teaching, the ultimate aim of blended learning being to provide realistic practical opportunities for learners and teachers to make learning independent, useful, sustainable and ever growing. = Considerations in blended learning = = = BLENDED learning increases the options for greater quality and quantity of human interaction in a learning environment. Blended learning offers learners the opportunity “to be both together and apart .” ** A community of learners can interact at any time and anywhere because of the benefits that computer-mediated educational tools provide. Blended learning provides a ‘good’ mix of technologies and interactions, resulting in a socially supported, constructive, learning experience; this is especially significant given the profound effect that it could have on distance learning. ** = = = Role of the instructor = = = The role of the instructor is critical as this requires a transformation process to that of learning facilitator. Quite often, with the increase of baby boomers going back to school and pursuing higher education the skills required for technology use are limited. Instructors then find themselves more in the role of assisting students with computer skills and applications, helping them access the internet, and encouraging them to be independent learners. Blended learning takes time for both the instructor and learner to adapt to this relatively new instructional concept.
 * Whether a course should be proposed as a face-to-face interaction, an online course or a blended course depends on the analysis of the competences at stake, the nature and location of the audience, and the resources available. Depending on the cross-analysis of these 3 parameters, the course designer will opt for one of the 3 options. In his course scenario he/she will then have to decide which parts are online, which parts are offline. A basic example of this is a course of English as a second language where the instructor reaches the conclusion that all audio-based activities (listening comprehension, oral expression) will take place in the classroom where all text-based activities will take place online (reading comprehension, essays writing). ** **
 * The instructor can combine two or more methods of teaching method. A typical example of blended learning methodology would be a combination of technology-based materials and face-to-face sessions to present content . An instructor can begin a course with a well-structured introductory lesson in the classroom, and then proceed with follow-up materials online. Blended learning can also be applied to the integration of e-learning with a learning managment system using computers in a physical classroom, along with face-to-face instruction . Guidance is suggested early in the process, to be used more sparingly as learners gain expertise **. **

= = = = = Current usage of the term = = = Heinze and Procter have developed the following definition for blended learning in higher eduction : **
 * With today's prevalence of high technology in many countries, blended learning often refers specifically to the provision or use of resources which combine e-learning (electronic) or m-mobile (mobile) with other educational resources, also called hybrid courses. Some would claim that key blended-learning arrangements can also involve e-mentoring or e-tutoring. These arrangements tend to combine an electronic learning component with some form of human interaction, although the involvement of an e-mentor or e-tutor does not necessarily need to be in the context of e-learning. E-mentoring or e-tutoring can also be provided as part of a "stand alone" ("un-blended") e-tutoring or e-mentoring arrangement.


 * Blended learning is learning that is facilitated by the effective combination of different modes of delivery, models of teaching and styles of learning, and is based on transparent communication amongst all parties involved with a course **

= The advantages of Blended learning : =


 * Some of the advantages of blended learning include; cost effectiveness for both the accrediting learning institution and the learner, accessibility to a post secondary education, and flexibility in scheduling and timetabling of course work. Some of the disadvantages may include; computer and internet access, limited knowledge in the use of technology, study skills, problems which are similar to those who would be entering a physical learning institution. **
 * It should also be noted that some authors talk about "hybrid learning" (this seems to be more common in Northern American sources) or "mixed learning". However, all of these concepts broadly refer to the integration (the "blending") of e-learning tools and techniques. **

= Blended learning systems and projects = = = ​ **The European Union's Socrates programme has funded the development of blended learning courses in nine less widely spoken European languages. The development projects, Tool for Online and Offline Language Learning tool are coordinated by the EuroEd Foundation, Iasi, Romania and Autonomous Language Learning all coordinated by CNAI, Pamplona, Spain. Each project has developed blended learning programmes at A2 'Waystage' level in accordance with the competence descriptors defined in the CEFR (Common European Framework of Reference for Languages). ALL: Romanian, Turkish, Lithuanian, Bulgarian. TOOL: Slovene, Dutch, Hungarian, Estonian, Maltese. The development is large in terms of size and scope and these may well be the first blended learning courses available in these languages, representing a development for the application of modern communicative language learning techniques in these languages. The course developments were undertaken by development teams, consisting of several partner institutions, from each country. These institutions include publicly and privately funded universities, and private language learning providers, as well as consulting specialists. Outside the academic sector, blended learning is being used in private companies, possibly because of the cost benefits over traditional training, though no studies are available which show clear cost savings. One of the earliest commercial offerings in the sector came from virtual college, which produced a blended learning NVQ system in 1995.** ** Nvolve **: [|http://www.nvolve.net]

= Objections = ​ Their main objection is that generally the distinctions being drawn don't exist, or aren't productive. For example, the blending of e-learning with traditional learning implies that there can be an unblended form of e-learning in which no traditional learning occurs. They also object to the use of the term "learning", when almost all of the focus is on how teaching is deliverered and the implication is that receiving teaching is equivalent to learning. ** = = = See also = = External links = rss url="http://blended-learning-4.wikispaces.com/Main+page+%28+blended+defination+%29" link="true" number="10" date="true" author="true" Reference s
 * Martin Oliver and Keith Trigwell voice some objections to the use of the term "Blended Learning **" . ** They point out that the term has become a bandwagon for almost any form of teaching containing "two or more different kinds of things that can then be mixed". There is no consensus over what the things are that should be mixed: examples include different media, varying pedagogical approaches, or the mix of theoretical with practical work.
 * E-Learning
 * M-Learning
 * Virtual Eduction
 * [|"Autonomous Language Learning"] A European Union, government-funded, education project to build blended learning language courses in less frequently taught European languages (Turkish, Romanian, Bulgarian and Lithuanian)].
 * [|"Tool for Online and Offline Language Learning"] A European Union, government-funded, education project to design blended learning language courses in less frequently taught European languages (Dutch, Estonian, Hungarian, Maltese, Slovene).