The Blended Class

The blended (hybrid) class is difficult to define beyond the obvious of it being online as well as in a traditional f2f (face-to-face) classroom environment. The difficulty lies in it being a malleable term: The time element for each teaching platform is fluid. Is the class to be 50-50 in its delivery? 40-60? Actually, this is a moot point. A sufficient definition need only be that it be taught in a f2f situation as well as through a distance-learning situation. Other examples of a blended class could include a correspondence module as well as a f2f situation. However, we'll maintain the conventional definition of it being f2f and online.

In reality, a definition that includes a time-element for a blended class is only important when deciding what is pedagogically possible (and not) in one platform or the other. This allocation of time may vary due to the skills from class to class. For example, a listening-speaking class, although it could be facilitated through technological features such as iPods and / or QuickTime applications. As such, instructors teaching a class in these skills may prefer more inclass over online participation. The needs of the curriculum usually tend to affect the time allocation; the proficiency of the students in both the skills to be mastered as well as the skills needed to navigate through a CMS may necessitate the careful choice of time allotment spent in one platform over the other. There are other factors and these factors have to be considered carefully and balanced according to some of the points stated above.

Among the most important factors to be considered are

• a vision and plan stated in the future goals of the institution;
• the curriculum to be included in the online program (either blended or fully online);
• the student services that are available for on-campus students should be as readily available to online students;
• student training and support for those students who wish to incorporate online learning in their education;
• copyright and intellectual property rights for the instructor;
• and consideration of the change in organizational structure (which will vary according to the amount of time and effort that will be allocated to the total commitment to online teaching).

See Levy's article for a more detailed survey of these points.

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There are many resources available on online learning and teaching. The following links offer various thoughts on blended environments. Most of them agree on the principles of what online learning entails for successful outcomes to be achieved.

• Learning Circuits is a source for e-learning. P. Valiathan's Blended Learning Models is a good survey of the why and how of three blended learning modules: skill-driven, attitude-driven, and competency-driven. If you like neat, clear, and succinct lists as I do, this short article should be read.
• Rossett, et al. offer another list in Strategies for Building Blended Learning.
• Building a sense of community for online classes to be successful is essential if collaborative learning is to succeed. Roval and Jordan's article, though not primarily concerned with building a blended learning course, is an important addition to research on learning collaboratively online, with emphasis on the role of participants in blended courses.
• For us neophytes in this new genre of online teaching and learning there's Hensley's short but informative article about his own experiences teaching a hybrid Introduction to Theatre class.