Defining Online and Blended Learning

The terms online and blended learning are often grouped to represent learning that differs from traditional, face-to-face instruction and incorporates technology in some way. In other words, these terms identify alternative modalities of teaching and learning. However, I see online and blended learning as two separate forms of education. Specifically, online learning utilizes the web to connect students to the learning experience and often the learning community (instructors and peers). On the other hand, blended learning is not as certain in its definition; it is a catchall term used to describe methods of teaching and learning that do not fit into the categories of traditional or online learning. Blended learning encompasses learning trends such as hybrid learning, flipped classrooms, and even courses that are considered traditional but include an online component (McPherson & Bacow, 2015). Because of the variability of its definition, I consider blended learning to serve as a gateway between online and traditional learning, as well as a completely separate modality in itself. Blended learning has the potential to merge the gap between online and traditional, which is crucial when it comes to the state of education in this day and age.

Like all new forms of teaching and learning, some challenges must first be overcome in order to realize and actualize its true potential. The majority of issues in online and blended learning involve finding ways to accommodate all aspects of the learner experience, including cognitive, social, emotional, and behavioral (Conceição & Howles, 2020, p.6). I liken this process to the Technology Hype Cycle first described by Arthur T. Johnson in IEEE Pulse and I suspect we are currently at the Trough of Disillusionment within the cycle (2015). The issues surrounding online and blended learning are coming to light and progress in the direction of widespread adoption is beginning to slow. 

Also like all new forms of teaching and learning, online and blended learning each have its advantages and disadvantages, and finding its place in the world of education depends on identifying them. Among the most obvious advantages is the ability for online and blended learning to connect students remotely, with flexibility in both time and space, and simultaneously increase accessibility to disadvantaged students. Additionally, online learning has given instructors and students the opportunity for two-way communication, which was previously either not possible or was very time-intensive in the postal, TV, and radio distance education efforts (McPherson & Bacow, 2015). When it comes to learning outcomes, the format of online courses and interactive activities that can be embedded promotes comprehension and student engagement. Learning content is presented in a very straightforward manner in online courses (through text or video), allowing students to reread, study, pause, and replay material (McPherson & Bacow, 2015). Many would also argue that as society moves towards incorporating more technological advancements in everyday life, engaging them with educational technology assists them in developing 21st-century skills. 

All of these advantages may have contributed to the Peak of Inflated Expectations in previous years as online and blended learning were just emerging. However, online and blended learning have fallen short of many of the high expectations initially imprinted on them and unexpected problems have presented themselves (Johnson, 2015). For example, many online courses have been implemented in a manner similar to traditional instruction, where content is simply transferred to an online format, rather than being redesigned to fit the needs of online learners. The widespread use of Learning Management Systems by institutions has contributed to this issue and, in many cases, the learner experience is being sacrificed for efficiency (Conceição & Howles, 2020, p.43). There is also a significant learning curve for instructors and learners alike who are new to the online learning environment, and training and troubleshooting require additional resources to put into place. Even when instructors and learners are familiar with education delivered in an online context, the feeling of presence can be difficult to foster when learners are expected to exhibit autonomy in completing course activities. Finally, online and blended learning simply may not be feasible in the foreseeable future for certain courses or subject areas, whether due to the underlying content structures of programs or enrollment requirements (McPherson & Bacow, 2015). 

While the many strengths of online and blending learning have the potential to significantly improve access and outcomes in education, it cannot be successfully implemented until these issues are addressed. Administrators and educators must buy in and commit to learning who, what, when, where, why, and under what conditions online and blended learning can have a positive impact, which will take much more time and resources. There is not much evidence to show that either online, blended, or traditional learning is more effective, perhaps because there are so many variations in pedagogy, subject matter, etc. (McPherson & Bacow, 2015). The future of online and blended learning will be a slow process of sorting this matter out, in addition to incorporating new and diverse technologies, such as artificial intelligence, virtual and augmented reality, adaptive learning, and learning content management systems. But, it is safe to say that the Slope of Enlightenment is near (Johnson, 2015). I imagine the future of education as one where the true benefits of online and blended learning are finally realized and applied accordingly. I believe that as methodologies other than traditional learning become integrated into the fabric of education, blended learning will become a standard and find its niche in the Plateau of Productivity. In turn, it may even have an unexpected influence on work, as hybrid and remote roles emerge. 

References

Conceição, S. C. O., & Howles, L. (2020). Designing the online learning experience: Evidence-based principles and strategies. Taylor & Francis Group.

Johnson, A. T. (2015). The technology hype cycle. IEEE pulse, 6(2), 50

McPherson, M. S., & Bacow, L. S. (2015). Online higher education: Beyond the hype cycle. Journal of Economic Perspectives, 29(4), 135-54.