Blended Learning: A Disruptive Innovation

Blended Learning isn’t a new concept in teaching and learning. In fact, it’s been around since 1999, but it didn’t emerge into what it is today until around 2006. The sad thing is blended learning has been proven to be a more effective method of education than online learning, yet online learning continues to grow while blended is pretty stagnate. We can’t deny that online learning in some form is here to stay, whether it be completely online, blended or flipped. It’s project that “50% of all post-secondary students will take at least one online class” (Innosight Institute). And “By 2019, 50% of of all high school courses will be delivered online” (Christensen, 2010). Unfortunately the research shows presently that 50% of them won’t be successful in a solely online environment. However, with blended learning there are a multitude of advantages for students, teachers and institutions.

One advantage for students is having multiple pathways to mastery of content. “Students have more than one lesson, or one information source, through which to access content, because online learning is delivered in a “more modular manner” than face-to-face instruction. This leads to students having “multiple pathways to mastery” (Christensen, 2010). Instructors are better able to serve students with diverse needs in a blended environment, and it’s an opportunity for faculty development and lets them experiment with new pedagogies and techniques. Institutions benefit by improving classroom utilization, and it can help match delivery to academic need. It’s a win-win all around.

Below is an infographic with some interesting information about blended learning. Take a look, and if you’re interested in learning how you can develop a blended course, sign up for our 3-part Blended Learning workshop in the CTLE on Oct. 30th, Nov. 6th, & Nov. 13th. 2-3pm. 

The Definition of Blended Learning

Created by Knewton and Column Five Media