Blended learning – Blended learning is any time a student learns at least in part at a

supervised brick-and-mortar location away from home and at least in part through online
delivery with some element of student control over time, place, path, and/or pace; often
used synonymously with Hybrid Learning (Horn and Staker, 2011).
Digital Learning – Online or blended learning.
Online learning – Education in which instruction and content are delivered primarily over
the Internet. (Watson & Kalmon, 2005). The term does not include print-based
correspondence education, broadcast television or radio, videocassettes, and stand-alone
educational software programs that do not have a significant Internet-based instructional
component. (U.S. Department of Education Office of Planning, Evaluation, and Policy
Development Policy and Program Studies Service, 2010). Used interchangeably with
Virtual learning, Cyber learning, e-learning.
K-12 Online learning has the potential to dramatically change the educational experience of
every student in any country, providing access to a world-class education with the best
teachers and the best resources internationally. The degree to which this potential has
been embraced varies from continent to continent, country to country, and region to region
based on factors including economics, government support, infrastructure, population, and
local district innovation. What is apparent is that a dwindling number of countries adhere
to strictly traditional approaches to teaching and learning. To the extent they are able, most
countries are moving to leverage technology in the brick and mortar classroom, and in the
virtual classroom as well.
Trends In reviewing the status of blended and online learning internationally, five distinct
trends emerge. Those trends are related to demographics, support from governments and
schools, teacher training, the use of blended learning, and the use of online learning.
TREND ONE: Blended and online choices are most available to students in urban areas
from developed countries. Opportunities for blended and online learning are found around
the world, but elementary and secondary-level students living in North America, Western
Europe, Asia, and Oceania (Australia and New Zealand) have the most access to those
choices. Of the 23 reporting countries on those continents, only the Philippines indicated
no government funding for blended or online learning. Conversely, merely a third of
countries from Eastern Europe, Central and South America, the Middle East, and Africa
reported monetary government support. A trend of emergence can be found in Eastern
Europe, where Turkey, Slovenia, Albania, Romania, and Serbia all reported at least small
programs. Globally students located in urban settings have the highest level of access to
blended or online classrooms, followed by students attending large schools. Less than half
of reporting countries indicated that blended or online learning was available to students
in rural or suburban settings or to those attending small schools. TREND TWO: Growth in
digital learning stems from shared authority between local schools and national
governments. Almost 60% of the countries in this study reported government funding for
blended or online programs at the primary and secondary levels. Funding has been used
directly to support national initiatives, and indirectly through financial support of local
school districts. Funded national initiatives have commonly taken the form of investments
in infrastructure and hardware. Indirect funding through support of school districts has
facilitated grassroots development of online courses, programs, and digital repositories for
curriculum and resources. Schools in many countries have a high level of autonomy In
developing and promoting online and blended learning
Trend Three: Specialized teacher training is not required but is encouraged and available.
Of the countries that reported government funding for online or blended learning, 11%
indicated that a specific license or credential was required of a teacher before teaching in
an online or blended classroom, and 25% required specific training. Countries that require
specific training include:
Trend Four: Blended learning is occurring with much greater frequency than online
learning. Thirty-five of the 54 countries responding to this survey indicated that online and
blended learning opportunities were available to at least some students. As noted in the
“Issues” section of this report, there is wide interpretation globally of what online learning
means, and many countries use the terminology to include any learning that involves
technology. If blended learning is interpreted as learning that occurs when technology is
used to support in-class activities for students who are in a physical classroom, and online
learning is interpreted to mean learning done exclusively online with no physical
classroom presence, then online learning is only being marginally used internationally.
Trend Five: Use of online learning is most prevalent by students with special
circumstances. While online learning is an option for some students globally, it is used far
more frequently to meet the needs of students with extenuating circumstances that prevent
them from attending the physical, traditional classroom. Countries like Belgium, Italy, the
Czech Republic, Russia, and Slovenia reported that online learning was used most
commonly for student athletes, students with chronic illness and disease, and those who
were hospitalized, homebound, incarcerated, and severely disabled

Issues The results of the surveys from each of the countries indicate a commonality of
issues which exist regardless of country, irrespective of whether or not the data comes
from a rural or urban area, and irrespective of the degree or level of implementation of
online learning being reported from that particular country. The survey results and
international case studies themselves indicate that one of the major issues is that there is
no clear international understanding or standard set of definitions to clarify exactly what
online learning comprises. The actual term “online learning” means many things and is not
necessarily correlated to the term “virtual education” in many countries. A second issue
appears to be the lack of equitable access to Internet tools or resources to even make
online learning possible in many areas. Common to all countries reporting is the issue of
the lack of specific policies which would drive or promote government funding of online
learning at the same levels of traditional learning. The role of the teacher or administrator
and the chronic need for training is an international issue, which must be addressed
according to the data being reported from each of the countries.
Issue One: No clearly defined international understanding of online learning. While the
definition of online learning in the United States clearly represents virtual education
wherein the teacher is remote from the student and that student may or may not take the
course in a classroom, there is actually a wide range of interpretations regarding what
online learning means, based on the data from respondents. ƒ In general, the term “online
learning” is used to identify any kind of learning that involves information and
communications technology (ICT) but does not necessarily have anything to do with virtual
education. ƒ For purposes of the study, many countries reported an increase in the growth
of online learning, but in actuality they were referring to an increase in the number of
school websites, the number of schools accessing online resources, and the number of
teachers actually integrating the use of technology into the traditional brick-and-mortar
classroom. The impact of this information would suggest that while the data has indicated
an increase in online learning internationally, a more specific increase is taking place in the
use of digital content or digital resources in the traditional brick-and-mortar classroom.

Issue Two: The lack of equitable access to the Internet, technology tools, and resources for
online learning. Within this category, there are a number of secondary issues, some which
are of course anticipated. A number of countries reported a serious lack of equity across
geographical regions or socioeconomic groups when describing Internet accessibility to
student populations. In essence, the issue of inequity of access to the Internet or technology
can be described as two forms of a digital divide. The first is the digital divide established
when there is a monetary or geographical lack of resources that blocks a student or group
of students from having access to the Internet, technology, or the tools and resources which
are necessary for the implementation of online learning. The second can be described as a
digital competency divide, wherein the resources, materials, and access may be available,
but due to policies or regulations, access for students, teachers, or administrators is
hindered. Consequently, the lack of teacher training and other supports associated with the
use of these technology tools results in a lack of competency in the use of technology and
thus significantly reduces the growth potential for online learning.

Issue Three: A lack of government funding or policies to promote online learning versus
traditional brick-and-mortar schools. A number of responding countries indicated that
technology integration initiatives are being funded by local and national government
agencies, but most of the initiatives focus on integration of technology into the traditional
classroom, and are not targeted for online learning.
Issue Four: The need to focus on teacher training and their role. There is much diversity in
the expectation set for teachers, administrators, and IT specialists working in the education
environment. In general, most of the countries reported the expectation that teachers will
be qualified to teach but will not be required to have any particular training in the area of
online pedagogy. Most countries also indicated that teachers themselves have a lack of
access to technology for mobile devices and indeed many do not even have access to a
laptop as an essential instructional tool. While the demand for personalized learning for
students has increased—and the benefits are undisputed—the major issue seems to be that
the role of the teacher has clearly changed, but there is an international lack of focus on
teacher training. This lack of training is not only in the use of new technologies, but also in
the methodology and pedagogy necessary to fully understand how and why technology can
positively impact student performance when in the hands of a competent, highly qualified
teacher.
Issue Five: The kinds of students being serviced by online learning is often limited to
students with extenuating circumstances. While online learning reported by most countries
appears to be blended learning where technology is integrated into the regular brick-and-
mortar classroom, true online learning appears to be largely limited to students with
extenuating circumstances. Those circumstances include students who are geographically
isolated, are traveling overseas, have medical issues, or who have selected home education
and have access to virtual education. In many countries, the use of virtual education is only
used for remediation, credit recovery, or in situations where a face-to-face instructor is not
affordable or cost-effective.
Challenges Of the countries participating in this survey, 41% indicated that there are no
government-funded online learning programs or opportunities available in their country.
Some of the reasons for the lack of access to online and blended courses were also common
issues for countries who do provide these opportunities for students. Among the most
significant barriers are limited knowledge about—and thus limited interest in—online
learning. A lack of vision and leadership to create policy and invest funding further stymies
growth. As well, several countries who reported no government funded online learning
programs have limited economic resources and cannot afford to invest in the technology
infrastructure, the content and training, or the computers for teachers and students. Many
of those countries indicated that large parts of their country do not even have electricity,
which is understandably more of a priority than computers and access to the Internet.
Challenge One: A lack of knowledge about online learning. Many countries reported that a
lack of knowledge about the practices and benefits of online and blended learning were the
main reason it had not been implemented in the country. This is a relatively new way to
educate students and may be happening at the university level, but they were not aware
that it could or was being implemented in elementary and secondary schools. In the United
Kingdom, all schools have access to computers and the Internet, but policymakers and
schools are unaware of how they can be used to personalize education for each student, as
well as to offer courses that are not available onsite. Bulgaria also expressed a lack of
interest in providing fully online courses. They are using some digital content to
supplement the face-to-face classroom experience but feel there is not enough research to
show that it is an effective practice. Their system is very conservative and changes are
made slowly, but they are starting to provide some content and need the research in order
to move forward in providing access for all students. While the United Kingdom and
Bulgaria are using some technology and the Internet in some classrooms to supplement
learning, countries such as Albania and Serbia indicated that they do not know how to get
started. Peru has indicated no real concern for the opportunity and resources that online
learning provides; they have no knowledge about its importance or benefits, which is the
reason there is no online or blended learning there. Similarly, Belgium states there is no
resistance to implementing it; however, there just has not been any extensive thought put
into it because of the lack of awareness.
Challenge Two: Sporadic interest in online learning. A lack of interest in implementing
online learning, from both government and schools, was another challenge for countries
participating in the survey. Malaysia and Serbia have no interest in implementing online or
blended learning, but there are other countries where pockets of interest do exist. Many
countries indicated that there were no government-funded programs due to some of the
other challenges; however, private schools were offering online and blended learning
options for K-12 students in countries like Burkina Faso, where some interest was
indicated, but it was not widespread.
Challenge Three: Illiteracy and access to technology. Access to technology and an
infrastructure was a problem for implementing online and blended learning programs, and
it is also a challenge in that many of these countries do not even have access to electricity.
Also, the majority of their populations are illiterate, including computer literacy, making it
hard to provide these options for students.
Challenge Four: Lack of funding. Funding as a challenge and reason for the lack of
implementation was a very common response. Because of the lack of vision and policies
supporting online learning and the declining economy and budgets in several countries,
funding is not a priority for most of these countries. As a result, there has been no
investment to get programs started. In addition, the lack of funding to invest in hardware,
curriculum, teacher training, and other needs for starting an online or blended learning
program is a challenge for many countries. Government and school leaders must
understand how online learning works and its benefits before they can create policies to
support and implement courses and programs. However, several survey participants noted
that there was widespread corruption within the government and school leaders, which led
to the challenge of implementing online education, let alone any type of quality education.

What are elements that can make blended and online learning successful?
As noted above, the research suggests that when facilitated effectively, online education
can not only match, but also surpass traditional face-to-face learning (Means et al., 2010).
Here are some of the potential benefits of online education:

 Learner-Centered Education: Palloff and Pratt (2013) explain that an effective

online instructor is someone “who is open to giving up control of the learning
process” by making students active participants in their learning process (p. 24). A
learner-centered approach acknowledges what students bring to the online
classroom—their background, needs, and interests—and what they take away as
relevant and meaningful outcomes. With the instructor serving as facilitator,
students are given more control and responsibility around how they learn, including
the opportunity to teach one another through collaboration and personal
interactions (Palloff & Pratt, 2013).

 Collaborative & Interactive Learning: Research has found that online instruction is

more effective when students collaborate rather than working independently
(Means et al., 2010; Schutte, 1996). There are a variety of ways for students to
collaborate online, including synchronous and asynchronous discussions and small
group assignments. In addition, the relative anonymity of online discussions helps to
create a “level playing field” for quieter students or those from typically
marginalized groups. When posed questions in advance, students have the
opportunity to compose thoughtful responses and have their voices heard, as well as
respond to one another in a manner not usually afforded by face-to-face instruction
(Kassop, 2003).

 Metacognitive Awareness: Since online learners have more autonomy and

responsibility for carrying out the learning process, it’s important that students
understand which behaviors help them learn and apply those strategies proactively.
This awareness and knowledge of one’s personal learning process involves
increased metacognition—a key practice for student success (Bransford, Brown &
Cocking, 2000).
  Increased Flexibility: Online learning offers more flexibility because students can
control when and where they learn. By self-monitoring their time and pacing,
students are able to spend more time on unfamiliar or difficult content (Aslanian &
Clinefelter, 2012).

 Immediate Feedback: Online learners generally have greater access to instructors

via email and are able to have questions answered by their peers in a timely fashion
on discussion boards. In addition, online tests and quizzes can be constructed with
automatic grading capability that provides timely feedback (Kassop, 2003).
Immediate and continual feedback throughout the learning process is beneficial for
gaining understanding of difficult concepts, as well as triggering retrieval
mechanisms and correcting misconceptions (Thalheimer, 2008).

 Multimodal Content: The Internet provides an abundance of interactive and

multimodal materials that can be used to increase engagement and appeal
to diverse learners. Click here to learn about specific ways to deliver multimodal
content online, including through videos, podcasts, screencasts, video conferencing,
and presentation software.

The online classroom is a potentially effective setting for teaching and learning where fresh
approaches and innovative connections can significantly advance student learning. This
change can boost learners' capacity to direct their own learning and encourage the
emergence of a sense of community among them. At least 80% of the course material must
be given online for a course to be considered online. Between 30 and 80 percent of the
course material is delivered online during blended (also known as hybrid) instruction,
along with some face-to-face interaction. Online and blended courses disrupt traditional
educational roles, offer new learning opportunities, and alter how content is presented. Per
Palloff and Pratt's (2013) description.

Blended and online learning

Blended and/or online learning often involves the use of technology. Many teachers want
to use technologies in their teaching but don’t know where to start. As a teacher you
already have a sound knowledge of educational principles and an appreciation of the
context in which teaching will take place. Therefore, you are well placed to recognise which
particular technology will best achieve learning and teaching  goals. If you make an
informed choice, learn how to use the technology and manage its use in class, you will find
it much easier.

What is online or blended learning?

Online learning allows students access to your courses from a remote location. They can
complete learning activities and assessments online that are equivalent to an on-campus
course.

Blended learning is most suited to UNSW's strengths and needs, in terms of approaches to
technology use in education. Blended learning is a flexible approach to the design,
development and delivery of learning and teaching. It is a hybrid of online learning and
traditional face-to-face learning, the one enhancing the other.

In a blended course, Instruction may occur in the classroom, online, or in both settings. The
online component (a range of learning activities using online learning environments)
becomes a natural extension of traditional classroom learning.

Blended or online learning does not prescribe a particular pedagogical approach or

framework, but has the potential to support student-centred approaches to learning.

Examples of blended learning at UNSW including sample courses can be found here.

Benefits of online or blended learning

Wholly online learning frees both teachers and students from face-to-face meeting
requirements. It does, however, require considerable learning design and facilitation skills
to be effective.

Blended learning:

 permits flexibility in course design and delivery

 permits flexibility of access to learning materials, activities and assessments
 supports the fusion of different times and places for learning
 can help students develop independent learning skills.
 may offer opportunities for systematic course evaluation, and
 offers the efficiencies and conveniences of fully online courses along with all the
advantages of face-to-face contact.

Above all, a blended learning approach is student-focused, with the potential to offer a
more robust educational experience than either traditional or fully online learning can
achieve.

Challenges with online or blended learning

Too often online courses deliver the course content (e.g. lecture slides or course readings)
online without exploring the opportunities for students to actively engage with this content
online.
Your online or courses or course components do not have to resemble dull document
repositories. Using online tools and Student-Centred teaching you can create a vibrant
student community that enriches your face-to- face teaching. For example, after a class or
lecture, students may continue tutorial discussions or reflect on the lesson content online.

Assistance with planning and designing an online or blended course can be found here.

Other challenges include:

 managing teacher and student workload

 gaining proficiency in using technologies
 the need to substantially revise course design if technology use is to be effective.

Resources

 How to Teach Online effectively

 Selecting technologies for blended or online teaching
 Planning and Designing a blended or online course
 How to Evaluate Courses
 Blended learning, also called “flipped classroom,” “hybrid learning” or “mixed
learning,” is an approach that mixes instructor-led classroom training with online
content, usually in the form of on-demand videos that learners review outside of
class. The live instruction can be face-to-face or online (via a live virtual
classroom or even two-way video), or there might be no live lecture at all.
 Blended learning can also combine other elements besides content and
instructors. For example, in a blended learning study published in 2018, one
university completely excluded lectures (face-to-face or virtual) but instead used
a mix of videos, digitized reading materials, pre- and post-learning assessments,
practice exercises with feedback and weekly surveys, with face-to-face elements
in the form of study groups, presentations, formative assessments and other
peer interactions.
 Blended learning represents a fundamental shift in instruction methods. It has
the potential to optimize outcomes for individual students in ways that traditional
instruction can’t. Blended delivery modes allow for each aspect to be taught
using the most appropriate medium for the topic at that particular stage in the
training.
 Extensively studied and practiced in K–12 and university education, blended
learning also offers an ideal solution for improving corporate training, especially
 when it comes to upskilling employees for the quickly evolving digital economy.
Here are five reasons why.

 1. Different people learn different things in different ways

 It’s pretty common knowledge that different people learn differently. In 1992,
researchers Fleming and Mills developed a popular model of learning styles
called VARK: Visual (when people learn best by sight), Aural or Auditory (when
people learn by hearing or speaking), Read/Written (when people learn when
things are displayed as words) and Kinesthetic (when people learn by physical
use or practice). 
 Other researchers have broken these modalities into even more distinct learning
styles, adding Logical (when people prefer using logic or reasoning to understand
concepts), Social (when people learn through interaction with other people) and
Solitary (when people learn best alone through self-study).
 With so many different learning styles to address, a blended learning solution
makes sense. For people who learn visually or through reading and ideally alone,
online self-paced video delivery would be the best mode. Social and aural
learners would gain most from live instructor-led classrooms. Meanwhile, hands-
on practice from engaging in applied learning projects would satisfy kinesthetic
and logical learners.

 2. Using multiple modalities dramatically reinforces engagement, learning and

retention

 Numerous studies show how for most people, learning is improved by combining
different activities alongside more passive study. Ideally, these could include the
“human” element of interaction, such as threaded discussions, video
conferencing and internal social media forums to share and compare knowledge
and to encourage and demonstrate the effective application of newly learned
skills to the workplace.
 By utilizing as many learning delivery methods as possible (video, live instructor,
social and practical), you can fill in any knowledge gaps left by modes that were
less than optimal for the specific topic or learner. 

 3. Learners can control the pace of their learning

 People learn best when they have some control over their learning. Choice
reduces learner apathy, relieves some of the stress of the learning process and
motivates people to engage with the material. Corporate learners differ from
traditional students. Most employees deal with time constraints, as they have to
balance heavy workloads and their personal lives. Also, their coworkers come to
the table with a wide range of knowledge and experience with the course topic.
 Blended learning enables employees to study online, as quickly as they can
manage, instead of having the pace set by the fastest or slowest learner in the
group. They can skip ahead past familiar information or pause, rewatch and seek
additional resources. They can also access the content when they are most alert
and even take breaks as necessary. This “flipped” blended approach enables
learners to start with the knowledge they gained on their own and then
supplement it with the personal attention of instructor-led classroom training
(either virtual or on-premises), plus the group interaction of social learning and
finally, the hands-on practice of applied learning projects.
 As noted by Clifford Maxwell, an education researcher at the Clayton Christensen
Institute, “some element of student control is critical; otherwise, blended learning
is no different from a teacher beaming online curriculum to a classroom of
students through an electronic whiteboard.”

 4. Blended learning saves money

 Organizations of any size can optimize return on investment by saving costs

while increasing engagement and retention by integrating eLearning into
instructor-led programs. Blended learning reduces instructor fees, company
travel expenses and training materials; enables distance learning at a global
 scale; and can greatly soften the impact training has on daily operations and the
employees themselves. For example, “Ernst & Young cut its training costs by 35
percent while improving consistency and scalability with eLearning,” says Mark
Rose, director and founder of Creativedge Training and Development. “They
condensed about 2,900 hours of classroom training into 700 hours of web-based
learning, 200 hours of distance learning and 500 hours of classroom instruction,
a cut of 53 percent.” 

 5. Blended learning is modular and scalable

 Especially useful for large, global enterprises, blended learning is modular and
scalable, both upward and downward. Dedicated classroom training takes a lot
of time to set up and participate in, making it not economical on an ad hoc basis.
 However, online learning libraries alone lack the engagement, practical exercise
and personal feedback that optimize learning. In contrast, by providing easily
accessible training content backed by opportunities for live virtual-instructor
interaction and applied projects, a blended learning program enables employees
to upskill quickly in a specific technology or subject. As eLearning designer Troy
Foster says, “Modular courses increase agility and thereby the organization’s
capacity to capitalize on new business opportunities as they arise."
 It’s ideal for training a dispersed workforce. According to Upwork’s Future
Workforce Report, 63 percent of companies have remote employees. By
complementing anytime online content with localized instructors, blended
learning enables both scalability and the cultural personalization required to
achieve training globally. Boeing, the world’s largest aerospace company with
330,000 employees in 28 countries, successfully uses a mix of learning and
development methodologies, from online modules to “lunch-and-learns,” one-on-
one training and live virtual classrooms. 

 A Final Big Advantage of Blended Learning

  With a blended learning approach, you don’t have to invent anything or depend on
ad hoc fixes to increase the effectiveness of your employee training program.
Proven solutions are already available from third-party vendors, like Simplilearn,
who can supply and guide you in the best customized blended learning solution
for digital upskilling. Jane Hart, Editor of Modern Workplace Learning magazine,
says, “For real transformation to take place, it’s not a matter of having a ‘bolt-on’
strategy to existing training practices (‘typically social and mobile’), but rather ‘a
full-on, meaningful re-conception’ of what it means to support all ways of
learning in the modern digital workplace.”

Everything you need to know

about blended learning
We take a closer look at blended learning, exploring what it is,
the different models, and the advantages and disadvantages it
brings.
Over the last year, learning institutions worldwide have seen massive
changes. The pandemic has resulted in a shift in the way educators
teach, and while some changes may be temporary, others could be
here to stay. Although the concept of blended learning has been
around for a while, its use (and limitations) have been very much in
focus. 

Here, we take a look at the essentials of blended learning. As well as

providing a blended learning definition, we also explore how it differs
from other methods and what models are available. We’ll examine
some of the pros and cons of the practice, as well as some examples
of how it works. 

What is blended learning? 

Let’s start with a definition of blended learning. As outlined in our open
step on education design in higher education, blended learning uses
various combinations of traditional face-to-face learning experiences
with online and mobile technologies. The aim is that each element
enhances the other. 

Of course, the concept of using technology to supplement in-person

learning isn’t a new one. What’s more, definitions of blended learning
have, in the past, been hard to pin down. However, in more recent
years, the consensus seems to be that blended learning is the
combination of face-to-face and technology-based learning. 

In higher education, particularly, the implementation of blended

learning seems to be common practice. A report from 2016 identified
blended learning as one of the most significant trends in education
change. 

Blended learning doesn’t necessarily follow a particular pedagogical

approach. It can occur simultaneously with in-person learning
(synchronous) or apart from it (asynchronous). As we’ll see, several
blended learning models can be used. 

UCL (University College London) Blended and Online Learning Design

The University of EdinburghMaking Blended Education Work

University of LeedsBlended Learning Essentials: Getting Started

Blended learning vs hybrid learning

Quite often, you’ll see the term hybrid learning used interchangeably
with that of blended learning. Although there isn’t necessarily anything
wrong with doing so, not-for-profit digital learning specialists Jisc point
out that there is a subtle difference between the concepts. 

Jisc highlights that, although there is interchangeability, ‘hybrid

learning is often used where the students themselves have a greater
degree of choice as to how they engage with their learning and can
move between onsite and remote delivery seamlessly.’ 

What is a flipped classroom?

Another concept that is closely linked to ideas of blended and hybrid
learning is that of a flipped classroom. Again, it’s a term that can be
hard to define. However, essentially it describes a learning structure
where in-class exercises follow a pre-recorded lecture or other
materials. As such, we can consider a flipped classroom as a type of
blended learning. 

The structure is ‘flipped’ because learning that is traditionally covered

in the classroom is instead covered in the student’s own time. So,
ahead of class time, learners may watch videos, access online
resources, or complete formative assessments. 

Face-to-face learning then focuses more on interactivity and

personalised learning, including activities such as group work and
case studies. You can find out more about how technology impacts
the classroom with our online course. 

What are the types of blended learning?

As we’ve seen, the exact meaning of blended learning can be hard to
pin down. However, that also means that several different forms of
teaching relate to blended learning. Along with a flipped classroom
model, we’ve picked out some other common blended learning best
practices, as highlighted by blendedlearning.org: 

 Station rotation. With this blended learning model, students

rotate through various ‘stations’ on a fixed schedule. Usually, at
least one of these stations is an online learning one.  
 Lab rotation. This method is essentially the same as the one
above, except that online learning takes place in a dedicated
computer lab. It gives both students and educators more
flexibility while making use of existing resources.
 Individual rotation. Again, this model is similar to both station
and lab rotation. However, it’s tailored to each individual student
(either by an educator or an algorithm), and not every student
will necessarily visit each station. 
 Flex learning. This blended learning model is all about creating
flexibility. Online learning is central to this method, while
teachers provide support and instruction when it’s needed by the
student. 
 Enriched virtual learning. With this method, the majority of
coursework is completed virtually and remotely. Rather than
have a regular classroom experience, students only attend for
face-to-face sessions when required. 
  Online driver. Unlike the other models, this one takes place
entirely online. It’s self-directed by the learner, and they can
interact with an instructor through chat, email or message board.
Although highly flexible, it lacks the face-to-face interaction. 

These represent just some of the blended learning models available to

educators. It’s possible to mix and match elements to create an
environment that works best for students and teachers alike. 

University of Leeds Blended Learning Essentials for Vocational Education

and Training

University of LeedsBlended Learning Essentials: Digitally-Enriched

Apprenticeships

The benefits of blended learning

We’ll get into some of the specific blended learning advantages and
disadvantages further down. However, it’s worth mentioning some of
the general benefits that this type of teaching provides. 

In our open step on the benefits of blended learning and a flipped

classroom, a variety of educators discuss their experience with using
these models. On the whole, there are several points they raise: 

 It allows educators to link online and in-class activities, allowing

them to draw upon the strengths of each. 
 It means a variety of different mediums and resources can be
utilised for learning, such as videos, presentations, podcasts,
and industry material. 
 Resources can be created or recorded once and used multiple
times and across various classes. 
Advantages of blended learning
Now let’s explore some of the specific advantages of blended learning
for students and teachers. It’s important to bear in mind that different
methods will be suitable for different students and their specific needs.
You can find out more about developing a more inclusive style of
education with our online course. 

Advantages for learners

 Students can move at their own pace. Those who are familiar
with the subject matter can work through online material faster,
while those who are less confident can pause and re-watch the
tricky parts. 
 Material is available at all times. Whatever time a student
works best at, they can log on and access the classes, lectures,
and other materials when they’re going to learn best. 
 Students can prepare before class. When looking at blended
learning for practical work, students can explore key themes and
topics through online learning ahead of face-to-face
demonstrations. This allows them some familiarity with the
material, meaning more time can be spent on interesting and
engaging activities. 
 It may improve retention. Several studies from the 2000s
suggested that blended learning helped students to retain more
information. Although newer studies are needed, it could prove
beneficial. 
 It can help with independent learning. With many blended
learning models, students are given self-advocacy and freedom
to take the initiative with their studies. This can help to prepare
them for further education, as well as the workplace. 
 It introduces new technologies. Blended learning gives scope
for learners to experience new software and hardware.
Discovering how to use such technology can prepare them for
future endeavours. 
Advantages for educators

 Teaching across contexts. Educators can draw on a wide

range of resources to provide learning materials across different
contexts. For example, they could use lectures, tutorials, and
practical settings when teaching a particular topic. 
 Technology can facilitate different pedagogical
approaches. Using blended learning can encourage active
learning, the use of real-world scenarios, social learning, and the
application of knowledge to new situations.
 Set goals and track progress. Many blended learning tools
allow teachers and trainers to track the performance of their
students. This can give educators a better insight into which
methods are most effective. 
 Create a tailored approach. By creating online resources,
educators can then focus on tailoring their face-to-face class
time to the needs of their students. 

Disadvantages of blended learning

Of course, as with many methods of teaching and learning, there is
the potential for downsides when it comes to blended learning. Below,
we’ve picked out some of the drawbacks for both learners and
educators. 

Disadvantages for learners 

 Access to resources. A blended learning model often requires

students to utilise technology outside of the classroom. Not every
learner will have equal access to the resources, which can make
online learning difficult or even impossible. 
 Supporting individual learners. There is no catch-all approach
to education. Students with different needs and digital literacies
may not find technology-based learning as accessible without
the right level of support.
  A lack of direct contact. Although self-directed learning can be
beneficial, learners that are struggling with online material may
not be able to find solutions by themselves. 

Disadvantages for educators

 It’s often a bottom-up approach. Teachers or other staff often

have to take the initiative with blended learning. As such, there is
a need for formal instruction and professional development to
support their blended learning practice.
 The infrastructure may not exist. It can be difficult to set up the
internal structure needed to implement blended learning. The
resources and budget may not be available. 
 Time constraints. Moving towards a blended learning
environment can take time. As well as the necessary setup and
logistics, training and material preparation is often needed. It can
be difficult to manage this time alongside current teaching
requirements. 


EIT Climate-KICDigital Learning Toolkit: Resources for Successful Online

Teaching

University of LeedsBlended Learning Essentials: Developing Digital Skills

Blended learning in language teaching

This example is taken from our open step on the different digital tools
for different types of learning. Here, the instructor uses FlipGrid to help
students rehearse their speaking skills. They created a recorded and
written version of the particular question, and students can then record
a response. 

The tool allows students to practice together, then individually record

what they’ve done on audio and video. The teacher then offers
personalised feedback for each one, and finally, they share their best
examples with each other.

Blended learning for practical work 

This example is taken from our open step on blended learning for
practical work. It looks at how a teacher can get the most out of their
class time, which focuses on group discussion and practical work. 

Students can prepare for the in-class activities by completing a pre-

class learning experience. The teachers create a straightforward type
of activity that requires students to review some information and input
a textual answer. They are required to engage with the material,
helping them to later contribute in class discussions. 

Final thoughts
It’s easy to see why blended learning has become popular over recent
years. The approach of combining online and remote activities with
face-to-face learning can help both students and teachers. However,
it’s important to remember that not everyone will benefit from this type
of learning, and it doesn’t necessarily reflect the needs of all learners. 

If you’re interested in learning more about blended learning and the

various approaches available, our ExpertTrack Blended Learning
Essentials for Vocational Education and Training covers many of the
fundamentals. You can also find a range of courses on inclusive
teaching that explore some of the different aspects of blended
learning.
K-12 online learning: benefits and challenges
The literature reveals several benefits of online learning in the K-12 context.
First, online learning offers flexible learning opportunities to those who
cannot attend face-to-face classes for various reasons (e.g., competitive
athletes, actors, the disabled, the hospitalized, or bully-victims) by allowing
them to learn anytime, anywhere (Barbour & Harrison, 2016; Borup, 2016;
Carpenter et al., 2015; Toppin & Toppin, 2016). Another benefit of online
learning is differentiation and personalization. Online learning allows
students to learn at their own pace and provides them with personalized
learning experiences (Borup, 2016; Carpenter et al., 2015; Zheng et al., 2020).
Online learning also makes learning more accessible by expanding learning
opportunities for students. For example, it allows students to take courses that
are not offered at their schools, such as Advanced Placement (AP) courses, due
to budget constraints or shortage of qualified teachers (Archambault et
al., 2016; Barbour & Harrison, 2016; Greene & Hale, 2017; Toppin &
Toppin, 2016). Finally, online learning enables students to continue their
education during unforeseen emergencies, such as natural disasters or
pandemics (Trust & Whalen, 2020). Online learning is considered a viable
approach to continue education when face-to-face education becomes
inaccessible (Baytiyeh, 2018).

Despite these benefits, online learning can be challenging. Some of the major
challenges include a lack of face-to-face relationships and a sense of
community (Barbour & Harrison, 2016; Toppin & Toppin, 2016; Wu, 2016)
and a lack of teacher preparation and training (Barbour & Harrison, 2016;
Carpenter et al., 2015; Graham et al., 2019; Gurley, 2018; Nacu et al., 2016;
Pourreau, 2015; Smith et al., 2016). While some challenges are inherent to
online learning and teaching in general, the COVID-19 pandemic exacerbated
some of those difficulties. The literature reveals several challenges that
teachers faced during the pandemic. Hartshorne et al. (2020) identified four
major challenges under the umbrella of equity issues, which include the
‘homework gap’, digital divide, mental wellness, and accessibility issues. The
sudden lack of face-to-face interactions between teachers and learners and a
lack of support at home widened the “homework gap,” which refers to the lack
of the connectivity students need to complete schoolwork at home (Clausen et
al., 2020; Daniel, 2020; Reimers & Schleicher, 2020). The stress coming from
a sudden change of routine and uncertainty about the effect of the pandemic,
as well as economic and health concerns, created an increased interest in
students’ and teachers’ mental wellness. Scholars promptly grew alarmed
about prioritizing mental health (Holmes et al., 2020; Kaplan-
Rakowski, 2021) even at the expense of opting out of teaching (Morales et
al., 2020). Other challenges during the pandemic relate to a digital divide, the
disparity between those with access to internet technology and those without
(Van Dijk, 2006), and accessibility issues (e.g., lack of access to digital devices
or the Internet). Hall et al. (2020) stressed the importance of addressing the
digital divide even after the pandemic. Further, they suggested that teachers
should better utilize existing resources and continue collaboration between
scholars and educational technology specialists with the goal of “ethical,
equitable, and culturally responsive technology integration in post COVID-19
instruction” (p. 439).