Literature Review

Finding the Right Blend for Effective Learning
A Pilot Study by Dr. Peter Saunders & Dr. Kenneth Werner
Western Michigan University

A Move to Blended Learning
Determining the Right Blend
Shifting Paradigms and Selecting the Right Blend
Selecting Our Technology Blend
Centra Symposium
Web-Resource
Pilot Study
Ethical Dilemma
Pilot Design
Learner Profile and Findings
Learning with the Blend
Implications
Blending Learning and the Seven Elements

Screen Shots

A Move to Blended Learning

While there has been growing speculation concerning the growth and impact e-learning is having on business and academe, and in particular on in-class training, the 2000 ASTD Benchmarking Service of over 950 organizations suggests that there is a growing movement away from e-learning in favor of in-class training and teaching. E-learning projections have actually fallen from 23.0 percent for 2000, to 19.8 percent for 2001 and 18.2 percent for 2002. In contrast, classroom training continues to grow from 77.6 percent in 1997 to 79.9 percent in 1999 (pp.8-9 quoted in Blending E-Learning: The Power is in the Mix, Karen Mantyla, ASTD, 2001). Learners still prefer a live instructor to learning via a system without a mentor, facilitator, or instructor.

However, if we look closer at this study we find that learning with technology and learning in classes may be merging or blending. Blended learning has been defined as "learning that employs multiple strategies, methods, and delivery systems" (The Node's Guide to Blended Learning, p.5, 2001, The Node Learning Technologies Network). The blend may be a single instructional method combined with a presentation and distribution method, or a combination of multiple methods.

Determining the Right Blend

This shift to blended learning raises key questions: · Why is blended learning increasing in popularity? · What is the right blend of technologies and methods of instruction? Given the great variety of instructional, presentation, and distribution methods available today, determining the right blend can be an enormous task. Where does one begin? How do we know if the blend serves learning and learners well, and not just the delivery of teaching and training? While we do not believe that one size (model/solution) fits all, we do believe that the answers to both questions have to do with a cultural shift which is occurring, a shift away from teaching and training and toward learning and the motivation of learners.

This short paper discusses why we chose a particular blend of instructional, presentation, and distribution methods, how we implemented the blend, and how learners responded to the blend.