The with the proliferation of blended learning, we are also seeing related research grow by leaps and bounds.
In many instances, blended learning takes on a variety of different meanings, depending upon the course level or institutional levels of online technology integration. From iNACOL, the article “Blended Learning: The Convergence of Online and Face-to-Face Education” provides an overview and profile of several cases of blended learning, their range of professional practices, and lessons learned.
These schools include the following:
- Cincinnati Public Schools Virtual High School
- Odyssey Charter Schools
- Commonwealth Connections Academy
- Hoosier Academy
- Kentucky Virtual Schools
- VOISE Academy, Chicago Public Schools
- The Community High School of Ann Arbor, Michigan
- Omaha Public Schools
The lessons learned about blended learning from these institutions include the following assumptions:
- Blended learning looks different from institution to institution;
- Blended learning requires different techniques and strategies for instruction, content development, and professional development;
- Content not only needs to be readily available, but it also needs to be delivered within a variety of customizable, digital formats;
- The use of a course management system (CMS) will be critical to the deployment of web-based content and communication
- Blended learning will present challenges in both policy and related research; thus, flexibility will be critical for innovations and supports in blended learning.
For further information on blended learning-centered research, please consult these resources:
- The Sloan Consortium’s “Blending In: The Extent and Promise of Blended Education in the United States”
- EDUCAUSE’s Research Bulletin on Blended Learning
- iNACOL’s “Summary on the Effectiveness of K-12 Online Learning”
- The Blended Learning Toolkit’s Bibliography on Blended Learning
- The U.S. Department of Education’s “Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies”