IT Teaching Resources

Building effective blended learning programs

Research on blended learning programs that complements students and promotes learning and application-learned behaviors

Article Research Promising practices

Title: Building Effective Blended Learning Programs
Author: Harvey Singh

Key points

  • Present a comprehensive view of blended learning and discuss possible dimensions and ingredients (learning delivery methods) of blended learning programs
  • Provide a model to create the appropriate blend by ensuring that each ingredient, individually and collectively, adds to a well-balanced learning experience

Learning requirements and preferences of each learner tend to be different. Organizations must use a blend of learning approaches in their strategies to get the right content in the right format to the right people at the right time. Blended learning combines multiple delivery media that are designed to complement each other and promote learning and application-learned behavior. Blended learning programs may include several forms of learning tools, such as real-time virtual/ collaboration software, self-paced Web-based courses, electronic performance support systems (EPSS) embedded within the job-task environment, and knowledge management systems. Blended learning mixes various event-based activities, including face-to-face classrooms, live e-learning, and self-paced learning. This often is a mix of traditional instructor-led training, synchronous online conferencing or training, asynchronous self-paced study, and structured on-the-job training from an experienced worker or mentor.

What would this look like in a course?
  • Adopt a blended learning model with both synchronous and asynchronous formats when it is feasible.
  • Incorporate various learning tools, such as instructor-led lectures, live lectures, group discussions, “in-class” quiz/exam for the synchronous portion, and pre-recorded lectures, reading assignments, reflections, offline assessments for the asynchronous portion.
  • Allocate of synchronous and asynchronous portions depends on students needs, collect feedback frequently, and make adjustment accordingly.

Singh, H. (2003). Building effective blended learning programs. Educational Technology-Saddle Brook Then Englewood Cliffs NJ-43(6), 51-54.