Types of Blended Learning

Last summer I worked with a team to design a blended learning initiative for Brigham Young University (BYU).  The initiative introduced blended learning topics to faculty members and then helped them to blend a course that they were teaching.  I should note that our definition of blended learning requires that online instruction replaces class time in a meaningful way.  As an introduction we also examined Staker and Horn's (2012) classification of blended learning models.  We used video vignettes to help faculty members envision these models and see how institutions of higher education are using blended learning.  Similarly, I felt that it would be helpful to do the same within a K-12 context.

https://sites.google.com/site/iptedtec/b#TOC-Embedding-a-video-into-a-post

Station Rotation Model

 

Lab Rotation Model

 

Flipped Classroom Model

 

Individual Rotation Model

 

Flex Model

 

Enriched-Virtual Model

The Open High School of Utah is a cyber charter school that has several face-to-face learning opportunities throughout the year include an orientation meeting.


A common theme in these vignettes is that blended and online learning solves educational problems. In someways you can begin to classify models by the pedagogical problems that they solve. The following are some common challenges that blended and online learning models address:

• pacing
• participation 
• personal interaction 
• differentiated instruction
• ability levels
• learner preparation
• authenticity
• real time assessment

The Es of Blended Learning

This semester in 287 we have been teaching that we use technology for three reasons: to improve efficiency, engagement, and effectiveness. Efficiency means that it is saving the teacher or student time but it doesn't really change what they are doing. Engagement means that students are more actively involved in the learning process. This could be mentally or physically. Effectiveness means that the technology is directly teaching students.