Defining Online and Blended Learning
Dictionary in dictionary
Calling attention to what many in the industry see as the differences between online and blended learning is fuzzy. There are no shortages of definitions and characteristics that define “online learning”. Blended learning faces the same fate. As pointed out by the table assembled by Cronje (2020), there are no less than ten definitions of “blended learning”.
Personally, I see online learning as being unidirectional as opposed to blended learning as being bi/multidirectional that includes some back and forth between the learner and some sort of engaged entity. Online learning, in my mind, is a more self-directed modality that lacks feedback mechanisms such as peer, instructor interaction, or use of additional tools to buttress a learner’s experience. In blended learning, the system of engagement could be human as in an instructor or peer, AI produced personalized feedback, a knowledge management system (KMS), or anything that engages with the learner on an individualized level. According to Hoffmann (2018),
“What blended learning should mean is:...selecting the most appropriate delivery technology, based on learning objectives with consideration of time, place, and space. It is the realization of a harmonic balance of instructional, technical, organizational, and delivery components in support of learner engagement and achievement.”
I agree with Hoffmann. In 2024, it is tough to imagine any class not having an online or blended component. From an organizational perspective, just-in-time (JIT) learning and on-demand training keeps a company relevant, knowledgeable, and avoids the risk of a company appearing “behind the times”.
Student materials, instructor guides, student facing learning, are all the product of some combination of technology (word processing programs, copy machines, basic office technologies, etc). Obviously, this is an oversimplification. As Johnson (2015) wrote, “It has been said that the Stone Age did not end because ancient humans ran out of stones. No, the key was that new technologies allowed them to advance to something better.” Sure, some civilizations stuck to stone, while others moved on to bigger, better, and faster tech. Looking back at evolutionary history, it is obvious that those that incorporated new technology won out.
The same argument can be made for organizations that eschew the new. Organizations can be slow to bring to bear new technologies that will require significant costs (software vendor agreements or internal development, training on the new product, training learners on the new technologies, amongst others) in spite of the longer-term detriment to the organization.
Online and blended learning are significant as they allow institutions and organizations to push information to the masses in one fell swoop on learner demand. Subject matter experts can work with designers to provide accurate and consistent messages to a large, scalable audience as JIT or new product/procedure training. The cost savings of such tools can be enormous all while sending a consistent salient message. Most importantly it provides a method of sending out information to potential competitors, giving an organization a strategic advantage.
One potential disadvantage of online and blended learning (when compared to traditional instructor led training), is the lack of immediate instructor feedback during the in-person class. The logistics of scheduling, attendance trace tracking, course completion in ILTs may also be manual rather than managed by a learning management system (LMS) automatically. Another disadvantage to online or blended learning is that some learners prefer face to face interaction. Collaborative components are easily designed into a course when the learners occupy the same space at the same time. Peer and instructor discussions can be hampered by technology. Peer facing discussions may allow for spontaneous and more organic discussion than those held in online forums or discussion boards.
The important thing to keep in mind is that the subject matter, the type of learners and their relative knowledge of the given subject, and the costs of training all should inform your decision in the type of training modality you chose.
Regarding the future of online and blended learning I believe there to be numerous paths the modalities could take. Online and blended learning can offer opportunities for learners to follow “rabbit holes”. By that I mean, if a student wants to learn more about a particular subject, the LMS could easily provide suggestions of additional courses similar or related to the course topic recently completed. LinkedIn Learning provides a great example of this. However, most organizations are under budgetary and temporal constraints that cannot afford such flights of educational fancy unfortunately. Additionally, an organization or institution cannot predict which subjects a student will want to learn more about. One way around this obstacle would be to integrate generative artificial intelligence (AI) into the learning equation. Generative AI could easily steer a student to related articles, white papers, or other online resources that may satiate a student’s spirit of inquiry.
I do believe that leveraging AI can prove a boon for learning. Integrated systems like customer relationship management systems, KMSs, LMSs, all teaching plays a role in teaching the student. The inclusion and integration of these systems can be used in both online and blended learning environments. The benefits of such integration are many. The student will take these systems with them to the practical environment re-enforcing the theory of situated or cognitive apprenticeship learning theories. Regarding the KMS, it can be integrated throughout the training to show the students that support will be a few steps away if they need to be reminded of the proper policies, procedures, or methodologies that need to be followed once “in the real world”. A robust KMS can improve the reputations of the instructors, the subject matter experts, and the organizations all while building student confidence.
References:
Conje, J. (2020). Towards a New Definition of Blended Learning. The Electronic Journal of e-Learning, 18(2), 114-121.DOI: 10.34190/EJEL.20.18.2.001
Hofmann, J. (2018, May). Solutions to the Top Blended Learning Challenges. Learning
Guild. https://www.learningguild.com/articles/solutions-to-the-top-blended-learning-challenges/
Johnson, A. (2015, March). The Technology Hype Cycle. State of the Art, (6)2, 50-50. DOI: 10.1109/MPUL.2014.2386491
