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                                                            Blended Learning 
                                                              State of the Nation 
                                                               Ebba Ossiannilsson 
                                      Swedish Association for Distance Education, Kung Oscars Väg 27, Lund, Sweden 
                                                                                                                       th
                   Keywords:     Access, Blended Learning, Digitization, Flipped Classroom, ICDE, SDG4, Sustainability Goals, 4  Industrial 
                                 Revolution. 
                   Abstract:     Blended  learning  is  accepted  cross  the  globe  in  line  with  technological  development  and  increased 
                                 digitization. Blended learning designs have led the trends in higher education in the past five editions of the 
                                 NMC Horizon Report, partly because of their flexibility, and convenience for students, although, it has been 
                                 in use since the 1960´s. The concept is time and context dependent. Blended learning involves learners, 
                                 teachers, administrators, technicians, leaders, and managers, all with a variety of aspirations and ambitions. 
                                 Blended learning is part of the innovative transformation of education in the 21st century, as blended learning 
                                 embraces personal quality learning. This widely recognized and personalized method engages, facilitates, and 
                                 supports learning. UNESCO and the Commonwealth of Learning emphasize this approach, as it makes 
                                 learning more flexible and convenient. This will help students be part of a global digital society. The blended 
                                 learning model requires changes in the roles of both teachers and learners. These changes are accompanied 
                                 by shifts in ownership and empowerment, where learners become prosumers and orchestrate their own 
                                 learning regarding time, space, setting, path, and pace. This paper is based on a report on blended learning, 
                                 state of the nation, written by the author on behalf of ICDE. 
                   1    INTRODUCTION                                         based  on  a  pedagogical  approach  rather  than  on 
                                                                             technology. 
                   Blended  learning  designs  have  headed  the  list  of      Blended  learning  is  part  of  the  innovative 
                   trends  in  higher  education  the  most  recent  five    transformation  of  education  in  the  21st  century. 
                   editions of the NMC Horizon Report, partly because        Blended  learning  involves  people;  as  learners, 
                   of  their  role  in  increasing  the  flexibility  and    teachers,  administrators,  technicians,  leaders,  and 
                   convenience of students (Adams et al., 2017). Briefly,    managers with a variety of aspirations and ambitions. 
                   blended learning is the fusion of online and face‐to‐     Blended learning embraces personal quality learning. 
                   face contact between teachers and students.               This  widely  recognized  and  personalized  method 
                      This position paper is based on the Insight paper      engages, facilitates, and supports learning. UNESCO 
                   authored by Ossiannilsson (2017) on behalf of the         and  the  Commonwealth  of  Learning  (COL), 
                   International  Council  for  Open  and  Distance          emphasize this approach, as it makes learning more 
                   Education (ICDE). The purpose of that report was to       flexible and convenient for the learners. This will help 
                   contribute  to  the  discussion  of  blended  learning,   students to be part of a global digital society.  
                   particularly its development, implementation, effects,       The blended learning model requires changes in 
                   and relationship with the emerging trends outlined by     the roles of both teachers and learners. These changes 
                   the  United  Nations  Educational  Scientific,  and       are  accompanied  by  shifts  in  ownership  and 
                   Culture Organization (UNESCO) global sustainable          empowerment,  where  learners  become  prosumers 
                   goals (SDG) for education in 2030 (UNESCO, 2015a          (Mc Loughlin & Lee, 2008), and orchestra their own 
                   2015b).  The  report  targets  a  broad  audience,        learning  regarding  time,  space,  setting,  path,  and 
                   especially practitioners, policy makers and leaders. It   pace. 
                   provides  awareness,  inspiration,  insights,  and            
                   dialogues  into  blended  learning  and  the  current         
                   debates. The report explains that blended learning is         
                                                                                                                              541
                   Ossiannilsson, E.
                   Blended Learning.
                   DOI: 10.5220/0006815005410547
                   In Proceedings of the 10th International Conference on Computer Supported Education (CSEDU 2018), pages 541-547
                   ISBN: 978-989-758-291-2
                         c
                   Copyright 
 2019 by SCITEPRESS – Science and Technology Publications, Lda. All rights reserved
                      
                     BLQE2018-SpecialSessiononBlendedLearningandQualityEnhancement
                     2     METHOD                                                           In  educational  programs,  both  formal  and 
                                                                                        informal, the use of the blended learning model is 
                     The study on blended learning, the state of the nation,            accepted as the mainstream approach to learning in 
                     was based on an international desktop review of the                schools, colleges, and universities across the globe in 
                     literature available on the Internet, which consisted of           line  with  technological  development and increased 
                     mainly open-source articles found on Google Scholar                digitization (Bates, 2016; Christiansen et al., 2013; 
                     by  using  the  Boolean  search  method.  Most  of  the            Christiansen Institute, 2015). Thus, the ecosystem of 
                     literature could be categorized into one or more of the            blended  learning  must  be  embraced  to  ensure  the 
                     following       groupings;      position      papers      by       quality     of   a    culture    of    blended     learning 
                     governmental  organizations,  such  as  UNESCO,                    (Ossiannilsson, 2017). 
                     Commonwealth of Learning (COL), the Organization                       The  term  blended  learning  is  commonly 
                     for    Economic  Co-operation  and  Development                    understood  as  referring  to  formal  and  classroom 
                     (OECD), and the European Commission, scientific                    methods. Blended learning environments include not 
                     journals and books, unpublished papers, such as blog               only the physical presence of teachers and students 
                     posts by researchers with international reputations.               but also the students’ ownership and control of the 
                                                                                        time,  place,  setting,  path,  and  pace  at  which  their 
                                                                                        learning takes place (Banditvilai, 2016; Bates, 2016; 
                     3     FINDINGS                                                     Bonk,  2006;  Clark,  2003;  Daniel,  2016;  Friesen, 
                                                                                        2012;  Latchem,  2017).  Blended  learning  concerns 
                     The  findings  from  the  desktop  research  was                   mindset and pedagogy more than it does technology 
                     categorized  in  main  headings,  which  each  was                 (Adams, et al., 2017). 
                     elaborated, and discussed. Terminology, definitions,                   Blended  learning  is  considering  as  learners 
                     history,  and  etymology,  as  well  as  models  and               centered,  that  offer  flexibility,  and  ownership 
                     implementation, advantages, and disadvantages were                 throughout the learning process. In short, the concept 
                     considered      as    main     headings.     In    addition,       simply  means  the  blend  of  virtual  online  digital 
                     recommendations were given.                                        media, training with traditional classroom methods, 
                         In this paper, the first section will cover blended            and face-to-face, instructor-led sessions.  
                     learning, definitions,  history  and etymology, Then,                  The two most-often cited definitions are provided 
                     models,  implementation,  and  advantages,  and                    by  the  Christiansen  Institute  and  Wikipedia.  The 
                     disadvantages  are  briefly  discussed,  and  some                 former defined blended learning as: 
                     examples  are  presented.  Last,  conclusion  and                  [Blended learning is] a formal education program in 
                     recommendations are given                                          which a student learns; at least in part through online 
                                                                                        delivery  of  content  and  instruction,  with  some 
                     3.1     Blended Learning                                           element  of  student  control  over  time,  place,  path, 
                                                                                        and/or pace; at least in part in a supervised brick-and 
                     In most educational programs, the blended learning                 mortar location away from home, and the modalities 
                     model  is  accepted  cross  the  globe  in  line  with             along each student’s learning path within a course or 
                     technological        development         and      increased        subject  are  connected  to  provide  an  integrated 
                     digitization. Although, blended learning has been in               learning  experience  (Christiansen,  Horn  &  Staker, 
                     use since the 1960´s blended learning designs have                 2013 p.8).  
                     led  the  trends  in  higher  education  in  the  past  five       The latter defined it as follows:  
                     editions of the NMC Horizon Report, partly because                 Blended learning is a formal education program in 
                     of  their  flexibility,  and  convenience  for  students           which a student learns at least in part through the 
                     (Adams et al., 2017).                                              delivery of content and instruct on via digital and 
                         Interpretations of the concept to blended learning             online media with some element of student control 
                     have  varied  over  time,  and  it  has  been  defined             over time, place, path, or pace. (Wikipedia, 2017). 
                     variously worldwide. The term has been used since                      The Commonwealth of Learning (COL) (2015), 
                     the advent of the Internet and the World Wide Web in               defined blended learning as an approach to teaching 
                     the  late  1990s.  Although  the  concept  was  first              and  learning  that  combines  different  methods, 
                     developed in the 1960s, the formal terminology used                technologies,  and  resources  to  improve  student 
                     to describe it did not take its current form until the late        learning.  The  Online  Learning  Consortium  (OLC, 
                     1990s (Friesen, 2012).                                             2015) defined blended and hybrid learning as online 
                                                                                        activities that supplemented by classroom meetings, 
                     542
                     
                                                                                                                            Blended Learning
                    replacing  a  significant  percentage  of  the  required          To  reach  the  UNESCO  goals  for  education  in 
                    face-to-face instruction. In other words, most course          2030  (UNESCO  2015a  2015b),  the  practice  of 
                    activity  is  done  online,  but  some  face-to-  face         education has to change, transform, and innovate. The 
                    instruction is required, such as lectures, discussions,        goal  of  education  is  to  prepare  students  for  an 
                    labs, and other in-person learning activities.                 unknown and uncertain future and to prepare for jobs 
                        Because  blended  learning  is  highly  context            that do not yet exist. Therefore, there is a need to 
                    dependent,  the  concept  has  been  interpreted  and          move beyond knowledge, and to recall focusing on 
                    defined  variously  over  time  and  in  many  cultural        the  competencies  and  skills  needed  for  lifelong 
                    contexts.  The  terms  blended  learning,  hybrid              learners and active global citizens, who will need to 
                    learning,       technology-mediated          instruction,      be flexible, entrepreneurial, collaborative, agile, and 
                    technology-  enabled  (enhanced)  learning,  web-              adaptable. Hence, today’s students must harness the 
                    enhanced instruction, and mixed-mode instruction are           power  of  digital  technologies  and  their  social 
                    often used interchangeably in the research literature          networks to support continued learning. Innovation 
                    (Bates,  2016,  2017;  Commonwealth  of  Learning,             must be an integral part of learning ethics to ensure 
                    2015; Daniel, 2016). The term blended learning is              that faculties, and institutions are agile in responding 
                    sometimes synonymous with the terms personalized               to  the  external  market  and  associated  factors. 
                    learning  and  differentiated  instruction  (Personalize       Educational institutions must not only adapt but also 
                    Learning, 2012).                                               to  take  the  lead  in  innovation  and  cutting-edge 
                        Blended learning can thus be described in terms            technologies  to  enhance  learning  spaces.  Hence, 
                    of a continuum along which a series of variations in           Adam  et  al.  (2017)  prioritized  the  following  for 
                    practice and thinking can be arranged. Friesen (2012),         empowering, and successful implementation:  
                    as well as Bates (2016) argues that blended learning                   Blended learning design  
                    can be placed between fully online and fully face‐to‐                  Collaborative learning  
                    face  courses.  Below  is  an  example  of  a  common                  Growing focus on measuring learning  
                    image of blended learning, which clearly shows the                     Redesigning learning spaces  
                    merge,  of  the  brick  and  mortar  model  (classroom                 Advancing cultures of innovation  
                    based),  and  the  online  learning  model  (computer                  Deepening learning approaches  
                    based). It shows explicit how learning is more and 
                    more blurred in the variety of learning spaces.                Banditvilai  (2016)  emphasized  that  a  blended 
                                                                                   learning model could comprise several components, 
                                                                                   such  as  instructor-delivered  content,  e-learning, 
                                                                                   webinars,  conference  calls,  live  or  online  sessions 
                                                                                   with instructors, and other media and platforms’, such 
                                                                                   as Facebook, e-mail, chatrooms, blogs, podcasting, 
                                                                                   Twitter, YouTube, Skype, and web boards. 
                                                                                      The interactions or cross actions in digital spaces 
                                                                                   (Jahnke, 2016) have become more complex than ever. 
                                                                                   Humans are also more mobile than ever before, and 
                                                                                   doubly so, not only because they are constantly on the 
                                                                              
                          Figure 1: Blended learning, a common model. 
                    3.2     Blended Learning, Models, and 
                            Implementation 
                    Blended  learning  is  advantageous  for  learners, 
                    teachers,  and  institutions  if  visions,  strategies, 
                    infrastructure,  qualitative  blended  learning  design, 
                    capacity building, and teacher training are in place                                                               
                    (Geissler, 2014). These advantages may be limited by             Figure 2: The “blend” in the blended learning model. 
                    the absence of attention of any of these factors. 
                                                                                                                                       543
                      
                     BLQE2018-SpecialSessiononBlendedLearningandQualityEnhancement
                     move  but  also  because  almost  everything  can  be             Porter  and  Graham  (2016)  proposed  a  three-stage 
                     accessed through mobile devices such as smartphones               framework for the institutional adoption of blended 
                     and tablets and the software applications (i.e., apps)            learning: 1) awareness and exploration; 2) adoption 
                     that  are  designed  to  run  on  them  (Sharples  et  al.,       and early implementation; 3) mature implementation 
                     2016).  In  Figure  2  below  the  blend  in  blended             and growth. Their framework also identifies the key 
                     learning is illustrated as by  Mountain House High                strategy, structure, and support issues that universities 
                     School, Mountain House, CA.                                       may address at each stage, which were emphasized by 
                         The iNACOL framework for online and blended                   Ossiannilsson et al., (2015) in their recommendations 
                     learning,  is  a  well-known  identified  model  for              for a quality model of open online learning.  
                     successful implementation, and quality enhancement                    The case studies of UNESCO Bangkok and the 
                     (Christiansen Institute, 2015; Christiansen, Horn &               Education University of Hong Kong (2016) could be 
                     Staker,  2013;  Powell,  Rabbi  &  Kennedy,  2014),               used  as  examples  by  institutional  leaders  and 
                     Figure  3.  In  the  model  12  key  competencies  are            policymakers  to  implement  and  support  blended 
                     identified that are combined into four larger domains.            learning  based  on  current  and  future  needs, 
                     This framework emphasizes the mindsets, qualities,                particularly if they emphasized the following:   
                     and  skills  that  support  practioners’  creative  and                    In  the  process  of  implementing  blended 
                     continuous improvement as well as their ability to                          learning strategies, attention should be paid 
                     thrive amidst change.  The framework is adapted from                        to  learning  inputs,  processes,  assessments 
                     the TPACK model (Technology, People, Assessment,                            and  the  measurement  of  overall  personal 
                     Content     and     Curricula),     a   framework       for                 development.  
                     understanding  quality  online  blended  teaching  and 
                     learning,  which addresses all aspects of a student-                       In   implementing  a  holistic  approach, 
                     centered, functional description of the key elements                        teachers and administrators should be well 
                     in    an     approach      to    systemic     educational                   prepared,  motivated,  and  have  sufficient 
                     transformation.                                                             time and resources.  
                         The  iNACAL  framework  emphasizes  the                                To succeed, students need creative learning 
                     mindsets,     qualities,   and    skills    that   support                  opportunities that include guidance by well-
                     practitioners.  Efficient  and  effective  learning  starts                 supported  faculty  in  dynamic  learning 
                     with an effective mindset, which is one domain in the                       environments.  
                     iNACAL  framework  for  blended  learning.  This 
                     framework is one of the models studied by educators                        Institutional leadership must be an attuned to 
                     to understand their evolving role in blended learning                       the needs of staff and students, as well as the 
                     environments. This framework offers insights in to                          need  for  an  overall  strategy  to  improve 
                     the  knowledge,  skills,  and  dispositions  needed  to                     learning  experiences  both  online  and  in 
                     ensure that new instructional methods are successful.                       person.  
                                                                                       Two  more  models  were  described  in  the  Insight 
                                                                                       paper,  namely  the  open  pedagogy  model  (Wiley, 
                                                                                       2013), and mobile learning models. As they are more 
                                                                                       general pedagogic models, and truly well known, it 
                                                                                       will go too far ahead to describe them here in this 
                                                                                       paper. Instead another useful model, when it comes to 
                                                                                       maturity and purpose for implementing technology, 
                                                                                       or enhancing the quality in blended learning to be 
                                                                                       considered     is   the   substitution,    augmentation, 
                                                                                       modification,     redefinition    model  (SAMR)  by 
                                                                                       Puentedura  (n.d)  The  model  offers  a  method  of 
                                                                                       determining the effects of computer technology on 
                                                                                       teaching  and  learning.  The  SAMR  model  also 
                                                                                       provides  indictors  of  progress  that  adopters  of 
                                                                                       educational technology often follow as they learn to 
                                                                                       use it in teaching and learning (see Figure 4).  
                                                                             
                      Figure 3: The iNACOL framework for blended learning. 
                     544
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