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learning processes can be improved with a mixture of online and onsite interaction between learners and instructor. From an institutional perspective blended learning allows education and training providers a chance to build personal relationships with clientele making the relevant services have a deeper and more profound personal impact.

Concerning issues of access – problems regarding access to online environments can be made more manageable in blended learning environments. For students who struggle with online technology and multi-media environments, or who have system problems due to internet provider difficulties, onsite interaction provides another opportunity to display knowledge and acquisition of requisite skills. Blended learning environments are able to counter the “lost in cyberspace” effect that occurs in pure online environments. It decreases the amount of emphasis on competency displayed through online and multi-media technology, and provides learners and program providers a chance to monitor the development of requisite digital competency. Sharing of resources and expertise, tips and tricks for operation and navigation of system and Internet, and opportunity for learning to occur from expert models (peers and instructors) are encouraged through blended learning environments. The ethical inequality that often arises between the “haves” and the “have-nots” can be reduced fostering educational environments that assess levels of learning, not levels of advanced equipment.

such as “hybrid”, “mixed” and “semi-virtual” instruction; see Osguthorpe and Graham 2003; Garrison and Kanuka 2004 for detailed reviews. However, there is no clear-cut definition that outlines exactly what proportions of onsite and online elements are necessary for inclusion in this instructional category. The OECD (2005) distinguishes between a wide range of online opportunities, referring to blended learning as “mixed-mode” (see Table 5.5).

Garrison and Kanuka (2004) also insist on separating blended learning from learning environments that use online functions to simply enhance instruction, and use a simpler model identifying only three major types of instructional formats: enhanced, blended, and online (p.97). Following their argumentation, Garrison and Kanuka maintain that blended learning environments are complex in nature and demand a rethinking and redesigning of the teaching and learning relationship based on the specific needs of the leaning situation (involving contextual elements - objectives, goals, content and domain of a given course; and personal elements – characteristics of the participants). Because of this, “no two blended learning designs are identical” (p.

97). The central element in designing effective blended learning environments is determining the quality and quantity of interaction to implement since the full ranges of both synchronous and asynchronous communication are available.

Table 5.5. Forms of online learning (adapted from OECD, 2005)

Form Description Web-supplemental Classroom-based teaching that includes some online features

(course outline, lecture notes, use of email, and links to online resources.

Web-dependent Requires online participation for key program elements (discussions, assessment, projects, collaborative work, etc.)

Mixed-mode Online elements begin to replace classroom time, but onsite attendance remains an essential element.

Fully online No onsite classroom time is required. Students can participate in the course from anywhere using the Internet.

As the literature increases in breadth and depth, there are many insights offered regarding interaction and other key factors. Kerres & DeWitt (2003) focus on the importance of establishing meaningful and appropriate onsite interaction in blended learning emphasising the need for careful planning to ensure learner satisfaction.

Douglis (2003) and Anderson (2002) also emphasize the element of interaction, putting the emphasis, however, on learning occurring during online phases of instruction.

Determining the scheduling, selection of media, level of collaboration and types of assessment are key factors to implementing successful online interactive experiences.

O’Toole and Absalom (2003) call for a careful integration of methods, and Reece and Lockee (2005) elaborate on the timing of activities and tasks to achieve optimal levels of transfer, as well as selecting appropriate assessment methods. However, it is not always easy to describe the benefits of blended learning accurately, and some authors outline benefits without specifying concrete measures (Young, 2002), without connection to learning theory (Valiathan, 2002), or simply do not go into sufficient detail in their description (Brown, 2001).

5.7.2 Advantages of Blended Learning

Garrison and Kanuka (2004) offer compelling arguments for the advantages of blended learning within a valid framework well-grounded in educational theory. Using the model (Figure 5.6) for effective learning, already presented in section 5.6.2.2, Garrison and Kanuka proceed to elaborate on the great potential of blended learning for

creating communities of inquiry with appropriate degrees of cognitive presence, social presence and teaching presence in a learning environment.

The limitless amounts of knowledge available online and the structured knowledge provided in an onsite setting are combined in blended learning encouraging the development of critical thinking skills. These skills are applied through both asynchronous discourse that is reflective in nature and communicated in written form (provides a record of interaction), as well as synchronous discourse that is spontaneous and verbal (requiring participants to remember sequences of interchange and respond quickly to voice opinions and ideas). Blended learning encourages both independent learning (fosters agency and control) and collaborative learning (provides cohesion and balance) resulting in a supportive climate that helps to sustain positive educational experience over a longer period of time. Viewed in this way, blended learning does indeed have many advantages.

5.7.2.1 Blended Learning in Practice – A Pre/Post Model

The design of blended learning environments can be accomplished in a variety of ways. One very successful format is to emphasize its capability for learning activities both prior to and after the period of onsite instruction. Douglis (2003) describes this model in detail by placing the course and its main instructional events on a time-line (see Figure 5.9). The original model used months as a unit of time, but since this lead to the course lasting almost an entire year, it seemed appropriate to use a smaller unit of time (in this case weeks) that offers a more compatible presentation of a course offered on a semester system (on average 14-17 weeks). However, this model can function successfully with smaller, and of course larger units of time. The model illustrates a

course that incorporates online activities before the onsite (classroom) event, as well as online activities occurring after onsite participation.

Time in weeks course

Figure 5.9. Extending the learning experience over time (Douglis, 2003)

The advantage of such a model is that students can participate in intensified, in-depth onsite activities due to their already acquired subject knowledge that is relevant to the onsite topic. Furthermore, after onsite participation, students have the flexibility, control and independence offered in online activity that allow them the freedom to explore the topic in further detail at their own convenience (within the framework of assigned tasks, if necessary). The model also includes interaction between peers and instructor (e-mentor). This is a simple framework that can be adapted easily as course parameters are defined.

5.8 Summary: The Need for Learner Support

Online learning is an educational reality that has arisen from the changes and advances occurring in ICT that are transforming and re-shaping the methods of communication in society. As communication forms change in society, then the ways in which learning and knowledge is communicated and shared will also be change and

need to be changed. The advances in technology are happening rapidly, making it challenging for the field of education to stay abreast of cutting-edge technologies. As this section portrays, relevant literature indicates that online learning as a field is only just beginning, and in order to maintain integrity and high levels of quality, its application and implementation must be reviewed and monitored by reflective practitioners.

Blended learning is an instructional format that has developed due to weaknesses and limitations identified with pure online learning environments, especially in terms of pedagogy, participation and access. What these critiques all have in common is the aspect of support – support for the learner and instructor (and institution, which can be extended to the level of policy as it applies to region, nation, and beyond). Support can be realised in many different ways. Hodges (2004) describes a need to support students in non-academic ways, including readiness for learning activities (self-assessment occurring prior to course or program start-up), cohesion of studies with career and personal goals, clear expectations along with information and administrative support, technological support, educational counselling and program advising, study skills assistance. Support for students in academic areas can also be achieved in many ways, and a main area is instructional design, which has already been discussed in detail.

Other forms of academic support can involve expert modelling through instructor/tutors, and other forms of effective scaffolding (assistance or intervention from a peer, adult or other competent person during the learning process) within learning activities (McLoughlin, 2002).

This current program of research intends to focus on the aspect of student

integration of both onsite and online learning activities. As such, successful learners need to have high levels of competency (multi-media, reading and writing, ICT, etc.).

Other factors also play a role in successful learning within blended learning environments, such as self-knowledge, motivation, goal-setting, and self-regulation.

This study intends to explore these factors within blended learning environments using future oriented instruction.

6 Theoretical Summary