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Blended Learning Articles

  • Blended Learning: An old friend gets a new name.
  • Blended Learning: Finding What Works.
  • Blended Learning: What Works?
  • Building Effective Blended Learning Programs.
  • Bulletproof Instructional Design: A Model for Blended Learning.
  • Office of Domestic Preparedness: Approach for Blended Learning.
  • E-Learning Center's Guide to e-Learning.
  • Blended Learning Design; Epic Think Tank.

  • Blended Learning: An old friend gets a new name.
    By Judith M. Smith, Ph.D.
    Introduction
    One of the next new terms to dazzle us in technology-enhanced education is "blended learning." What is it, is it really so new, and how can we recognize it within our own association � or, if it is the direction where you want to grow your technology-enhanced educational options, this article will provide a lens through which you can see blended learning growth opportunities. Go to article
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    Blended Learning: Finding What Works.
    Josh Bersin
    Introduction
    Blended learning is the latest buzzword in corporate training. It sounds so simple�mixing e-learning with other types of training delivery. But now that Internet training is so widespread, where does it fit? What are the best ways to �blend� delivery types? Will the term �blended learning� replace e-learning?
    In 2002 and 2003, we set out to understand these issues and conducted a study of more than 30 corporate blended-learning programs to understand what works. Go to article
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    Blended Learning: What Works?
    By Bersin & Associates
    Abstract
    After nearly 2 years of research in blended learning, and detailed interviews with more than 30 companies, we find that blended learning is replacing "e-learning" as the next big thing. Our research finds that blended learning programs are perhaps the highest impact, lowest cost way to drive major corporate initiatives. Companies have discovered unique and powerful methodologies for selecting the "right media" to solve a given business problem. The biggest challenges companies face include technology and the change management and business processes required to roll out major programs. Results: Blended Learning solves the problem of speed, scale, and impact - and leverages e-learning where it's most appropriate, without forcing e-learning into places it does not fit. Go to article
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    Building Effective Blended Learning Programs.
    By Harvey Singh
    Introduction
    The first generation of e-learning or Web-based learning programs focused on presenting physical classroom-based instructional content over the Internet. Furthermore, first-generation e-learning (digitally delivered learning) programs tended to be repetition or compilation of online versions of classroom based courses. The experience gained from the first generation of e-learning often riddled with long sequences of "page-turner" content and point-and-click quizzes, is giving rise to the realization that a single mode of instructional delivery may not provide sufficient choices, engagement, social contact, relevance, and context needed to facilitate successful learning and performance. In the second wave of e-learning, increasing numbers of learning designers are experimenting with blended learning models that combine various delivery modes. Anecdotal evidence indicated that blended learning not only offers more choices but also is more effective.
      This article has two objectives:
    1. To provide a comprehensive view of blended learning and discuss possible dimensions and ingredients (learning delivery methods) of blended learning programs.
    2. To povide a model to create the appropriate blend by ensuring that each ingredient, individually and collectively, adds to a meaningful learning experience.
    3. Go to article
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    Bulletproof Instructional Design: A Model for Blended Learning
    By Frank J. Troha
    Abstract
    This article reinforces the value of planning. Instructional design tools provide an orderly development sequence from initial assessment through goal-setting, design, production, implementation, and evaluation of outcomes. Distance learning can benefit from these same design principles to facilitate orderly development, minimize cost, and ensure excellent results. Go to article
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    Office of Domestic Preparedness: Approach for Blended Learning.
    Introduction
    State and local authorities have long relied on established approaches (such as classroom instruction and practical exercises) to train First Responders. But, as the threat of domestic terrorism increases and the demands on responders intensify, a more distributed and flexible training model is needed to guide future efforts. The model must be agile enough to address dynamic requirements quickly, and robust enough to reach a diverse and growing audience.
    For these reasons, ODP is pursuing a "Blended Learning" approach to provide modular training content in a variety of mediums (including, but not limited to, traditional, Web-based, Computer-based, and Interactive Video Teletraining) to keep pace with current needs. By balancing distributed learning with traditional training methods, Blended Learning will improve support for First Responders in measurable ways. Go to article
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    E-Learning Centre's Guide to e-Learning.
    By Jane Knight
    Introduction
    One of the problems with e-learning in the early days was that learners worked on their own without any interaction with an instructor or other learners. It soon became clear that social interaction was an important ingredient in many learning situations, and that it might need to be built into some e-learning solutions.
    This was essentially the beginning of the concept of "blended learning". This term refers to a learning solution that incorporates a mix of online and face-to-face elements. It has been further refined to mean a learning solution that contains a mix of formats, media and experiences, Go to article
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    Blended Learning Design.
    By the Epic Think Tank
    Introduction
    When it first arrived, blended learning seemed like a great get-out clause for those who didn't feel 100% comfortable with the new world of online learning. Mix and match, duck and dive: 'We're all blended now, it's just the percentages of online to offline that vary'.
    But as the practical realities of deploying blended learning begin to bite, it becomes clear that combining online and offline delivery methods in effective learning programmes is a far from simple undertaking.
    This 12th Think Tank in our series examines key questions that face learning and development professionals in every organization, public or private:
    • Why is blended learning design different?
    • What is involved in creating it, and who should be responsible?
    • What skills and tools do they need, and how will they get them?
    • Go to article
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