Blended Learning

Blended learning is the combination of traditional face-to-face instruction that most educators and students are familiar with, but also combines the use of ICT and computer-aided learning to augment and increase student learning. This method of instruction is useful as the instructor goes from lecturer to facilitator and the student becomes more responsible for their own learning (Safar & AlKhezzi, 2013). This method of teaching and learning is known as learner-centered teaching and has been shown to increase student knowledge and retention (Doyle, 2011).

Recent research has also looked into using blended learning formats for anatomy and physiology instruction. When two groups of undergraduate students were taught using the traditional face-to-face method and compared to students who learned using the blended learning format, the students who received the blended learning format had significantly higher test scores and lower dropout rates (Pereira et al., 2007).

Additional research conducted by Poon (2013) looked at using blended instruction from an institutional point of view. Poon was able to summarize the benefits and challenges to using blended learning, which I have reproduced below (Poon, 2013, p. 276):

Benefits	Challenges
Enhanced student learning outcomes	Unrealistic student expectations
Greater flexibility for students and teachers	Student-perceived isolation
Improved autonomy, reflection, and research skills	Technological problems for students
Reduced student withdrawal rate	Invasiveness into other areas of life
Ability to foster a professional learning environment	Time commitment
Potential cost and resource savings	Lack of support for course redesign
	Difficulty in acquiring new teaching and technology skills

The unrealistic expectations of students may be created when students believe that the online portion of the class will take less time than a traditional class. Also, from an institutional point of view, the school or university must be on board with blended learning, as the changeover from the traditional format requires a great deal of time on the part of the educator. However, once the online components are developed, there is a time and cost saving associated with blended learning, which makes it an attractive program for the school (Poon, 2013).

Another aspect of blended learning is that many of the modules created for the course may be given to distance students to complete asynchronously. An asynchronous format is where the material may be covered at any time based on the needs of the student and does not require face-to-face contact with the instructor (Stewart & Wright, 2004). However, most asynchronous teaching is accomplished with distance education courses, not with blended learning courses.

Most blended learning formats use computer assistance to augment the material being covered and to provide practice exams and quizzes to the student as well as online assignments. Usually, this online content take the form of a Learning Management System (LMS). The LMS is, for the most part, developed and maintained by the publishing company that published the textbook used in the course (Safar & AlKhezzi, 2013). This aspect of blended learning brings us to our last topic: Adaptive Learning.