All About Mentoring Spring 2011 - SUNY Empire State College

31
Blended Learning Online:
New Perspectives and Practices
Sheila Marie Aird and Mary V. Mawn, Center for Distance Learning
This reflection will offer an additional
way to define “blended learning.”
To date, most models of educating
have been discussed and approached from
either a face-to-face model, face-to-face
model with an online component, face-toface
with a residency component, or simply
online. Although the discussions about these
models are complicated, and the camps
of best versus better models will always
exist, what is clear is that education as we
know it is evolving on a daily basis. How
students choose to be educated is not only
creating a change in the learning landscape,
but is ultimately changing the basic ways
we educate and how we choose to blend
or not to blend. We are left to deal with a
central question: How do we educate in a
meaningful way that allows the student to
empower themselves and drive their own
educational pursuits
The idea of blended learning is not a new
concept. Garrison and Kanuka (2004)
describe blended learning as “both simple
and complex”:
At its simplest, blended learning is the
thoughtful integration of classroom
face-to-face learning experiences with
online learning experiences. There is
considerable intuitive appeal to the
concept of integrating the strengths
of synchronous (face-to-face) and
asynchronous (text-based Internet)
learning activities. At the same time,
there is considerable complexity in its
implementation with the challenge of
virtually limitless design possibilities
and applicability to so many contexts.
(p. 96)
Heinze and Proctor (2004) define blended
learning in a more generalized fashion:
“Blended learning is learning that is
facilitated by the effective combination
of different modes of delivery, models of
teaching and styles of learning, and founded
on transparent communication amongst all
Sheila Marie Aird
parties involved with a course” (p. 10). In
fact, this second definition describes what
mentors and students having been doing at
Empire State College throughout its history.
While the majority of students at the
college’s Center for Distance Learning (CDL)
study at a distance, they too are engaged in
different learning models. For the sake of
this discussion, we would like to share some
examples of how “blending” can be viewed
through another lens. The discussion we
offer will focus on how we “blend” at CDL,
and the infinite possibilities that can develop
from using these approaches to engage,
enlighten and place education in the hands
of the student.
Although this reflection is not a pedagogical
discussion per se, it is an attempt to create
dialogue, raise awareness and expand the
definition of how we view and describe
blended learning.
Blended Distance/E-Learning
Distance learning has changed dramatically
in the shift from print-based to Web-based,
which has informed how we interact
Mary V. Mawn
with and educate our students. Another
ingredient is today’s student of the digital
age, who is often seeking a more interactive
and authentic online experience. Defined
as the 21st century learner, this group
of students is quite comfortable with
blogs, wikis and other social media. A
recent article in Education Week (2010)
asked: “How do you define 21st-century
learning” Responses from 11 educators
pointed to the need for learner-centered,
real-world educational opportunities.
One expert states, “Twenty-first century
learning will ultimately be ‘learner driven,’”
while a second states, “Students in the
21st century learn in a global classroom
and it’s not necessarily within four walls.”
Individualized and lifelong learning are also
key elements. As another respondent stated:
“No longer does learning have to be onesize-fits-all
or confined to the classroom.
The opportunities afforded by technology
should be used to re-imagine 21st century
education, focusing on preparing students to
be learners for life” (p. 32).
suny empire state college • all about mentoring • issue 39 • spring 2011