Definitions
Blended learning -- Simply put, blended learning rests on a continuum between the two extremes of fully on-site courses and fully distance courses with some percentage of a program or course taking place closer to one end of the spectrum or the other. Graham (2006) does not see blended programs or courses as percentages along the continuum but more from the perspective of what the goal of the blend is. He then defines three types of blends: enabling, enhancing, and transforming.
Enabling blends, according to Graham, focus on providing convenience and access to students. For example, providing students class notes or podcasts of lectures in case they miss class or need to hear it again. The enabling blend does not radically change the pedagogy of a course.
Enhancing blends, again according to Graham, focus on interactivity via games, branching stories, case studies and creation such that the pedagogy of a course can be altered. These enhancing blends may lead to reduced class time because students do not have to be co-located to do the work.
Extended learning -- The 2005 New Media Consortium's Horizon Report referred to the concept of 'extended learning' which they define as a situation where the classroom is "a home base for exploration, and integrates online instruction, traditional instruction, and study groups, all supported by a variety of communication tools." This definition incorporates aspects of enabling and enhancing learning but still seems to define focus on extending the current pedagogical approaches by using more technology.
Transforming blends, on the other hand, allow for a complete re-thinking of the pedagogy so that what is being taught and how can be re-examined (Graham, 2006). Garrison and Vaughan (2008) define blended learning as the "thoughtful fusion" (p.5) of on-site and online. These transforming blends offer the most excitement and the most challenge to institutions. From my perspective, this is the type of blended learning that I am interested in pursuing.
Hybrid and mixed-mode -- Basically synonyms for blended learning that are often used interchangeably to describe courses and programs combining on-campus and distance options.
Enabling blends, according to Graham, focus on providing convenience and access to students. For example, providing students class notes or podcasts of lectures in case they miss class or need to hear it again. The enabling blend does not radically change the pedagogy of a course.
Enhancing blends, again according to Graham, focus on interactivity via games, branching stories, case studies and creation such that the pedagogy of a course can be altered. These enhancing blends may lead to reduced class time because students do not have to be co-located to do the work.
Extended learning -- The 2005 New Media Consortium's Horizon Report referred to the concept of 'extended learning' which they define as a situation where the classroom is "a home base for exploration, and integrates online instruction, traditional instruction, and study groups, all supported by a variety of communication tools." This definition incorporates aspects of enabling and enhancing learning but still seems to define focus on extending the current pedagogical approaches by using more technology.
Transforming blends, on the other hand, allow for a complete re-thinking of the pedagogy so that what is being taught and how can be re-examined (Graham, 2006). Garrison and Vaughan (2008) define blended learning as the "thoughtful fusion" (p.5) of on-site and online. These transforming blends offer the most excitement and the most challenge to institutions. From my perspective, this is the type of blended learning that I am interested in pursuing.
Hybrid and mixed-mode -- Basically synonyms for blended learning that are often used interchangeably to describe courses and programs combining on-campus and distance options.
