In an educational landscape where students have ever expanding individual needs, a teacher’s challenge is having to devise ways to essentially cater to the individual needs of each student in a large classroom; a task that is easier said than done. By utilizing a blended learning model, the teacher has the opportunity to maximize the time and quality of each interaction with each student, through the use of technology; through this method, we can “extend the instructor model in space and time. Theoretically, if we use technology we can reach more learners in a shorter period of time- and as a bonus they can learn at their own pace and speed” (Bersin, 3). Blended learning, or the concept of fusing traditional learning with online learning is being embraced in classrooms and has the capacity to revolutionize the way students receive their education. At its core, blended learning features a style of learning in which certain aspects of instruction are “replaced with online activities that involve students in meeting course objectives” (Kezar, Glazer, Rhem, 1). According to Kazar, Glazer and Rhem, blended learning restructures the learning experience.
Blended learning models allow for more individualized learning with smaller teacher to student ratios. Although some teachers and school leaders may be intimidated or even skeptical, according to Kay Thorne, “like all learning journeys it is a continual process of discovery” and can open many doors for effective facilitation of learning in classrooms where differentiation is increasingly necessary. Furthermore, according to Thorne, blended learning “is almost limitless and represents a naturally evolving process from traditional forms of learning to a personalized and focused development path” (Thorne, 5). Blending learning is important because it has limitless potential; blended learning can make its way toward maximizing learning opportunities in K-12 schools but also in the corporate world as well as in universities and even for use in the home. It has the capacity to bridge gaps amongst communities and across cultures, and for these reasons, “blended learning could become one of the most significant developments of the 21st century” (Thorne, 18).
Blended learning has the capacity to provide greater access to students who may otherwise be unable to further their education through traditional college and university classrooms due to familial obligations or busy working schedules. Students pursuing a higher degree have the ability to pursue studies from the comfort of the home through a blended learning model. Some universities may offer the unique combination of classroom learning with an online component. In addition, many K-12 institutions have adopted a blending learning model in order to prepare young students for higher education and careers in which they will need to be familiar with this unique style of classroom learning. It has other benefits as well; small group learning, closely monitored performance and even reduced cost of additional staff.
Although blended learning is most frequently associated with learning in institutions of higher education, it can be extremely beneficial for K-12 education as well. A fruitful partnership between the Hebrew Academy of Long Beach and the Affordable Jewish Education Project resulted in an extremely effective blended learning model, which my own son attended in the 2018-2019 school year; it has resulted in increased student achievement for many students. The project “combines traditional classroom learning with online instruction- ‘blended learning’- which allows students to learn at their own pace” (Bessen, 2015). The one-on-one and small group instruction that the project has provided allows for teachers to use real-time data, according to Jeff Bessen’s article in The Jewish Star to “pinpoint exactly what a student does or does not do well, identifying knowledge gaps, clarifying concepts and providing positive reinforcement;” this has proven to be an effective form of data-driven instruction, and the results have been extremely positive.
Bersin, J. (2004). The Blended Learning Book: Best Practices, Proven Methodologies, and Lessons Learned. San Francisco, CA: Pfeiffer. Retrieved from http://lynn-lang.student.lynn.edu:2256/login.aspx?direct=true&db=nlebk&AN=119379&site=ehost-live
Bessen, J. (n.d.). ‘Blended learning’ a new mantra at HALB. Retrieved July 14, 2019, from http://thejewishstar.com/stories/Blended-learning-a-new-mantra-at-HALB,6310
Kezar, A. J. (2011). Blended learning: Across the disciplines, across the academy. Retrieved from https://ebookcentral.proquest.com
Thorne, K. (2003). Blended Learning: How to Integrate Online & Traditional Learning. London: Kogan Page. Retrieved from http://lynn-lang.student.lynn.edu:2256/login.aspx?direct=true&db=nlebk&AN=81879&site=ehost-live