Blended learning: Uncovering its transformative potential in higher education

Abstract

The purpose of this paper is to provide a discussion of the transformative potential of blended learning in the context of the challenges facing higher education. Based upon a description of blended learning, its potential to support deep and meaningful learning is discussed. From here, a shift to the need to rethink and restructure the learning experience occurs and its transformative potential is analyzed. Finally, administrative and leadership issues are addressed and the outline of an action plan to implement blended learning approaches is presented. The conclusion is that blended learning is consistent with the values of traditional higher education institutions and has the proven potential to enhance both the effectiveness and efficiency of meaningful learning experiences.

Introduction

Online learning is pervading higher education, compelling educators to confront existing assumptions of teaching and learning in higher education. Indeed, leaders of higher education are challenged to position their institutions to meet the connectivity demands of prospective students and meet growing expectations and demands for higher quality learning experiences and outcomes. Given the increasing evidence that Internet information and communication technologies are transforming much of society, there is little reason to believe that it will not be the defining transformative innovation for higher education in the 21st century. Transformation of learning environments in higher education settings for an increasingly electronic world is critical to ensure that the benefits are fully realized (Williams, 2002). In agreement with Hicks, Reid, and George (2001), there are demands for universities to “provide for a larger and more diverse cross-section of the population, to cater for emerging patterns on educational involvement which facilitate lifelong learning and to include technology-based practices in the curriculum” (p. 143).

A source of this transformation stems from the ability of online learners to be both together and apart—and to be connected to a community of learners anytime and anywhere, without being time, place, or situation bound. Moreover, the increasingly prevalent practice of the convergence of text-based asynchronous Internet-based learning with face-to-face approaches is having a volatile impact on traditional campus-based institutions of higher education. To this point, the President of Penn State University cites the convergence of classroom and online education as “the single greatest unrecognized trend in higher education today” (Young, 2002, p. A33).

The purpose of this position paper is to discuss the emerging trend in higher education to blend text-based asynchronous Internet technology with face-to-face learning—often referred to as simply blended learning. We posit that blended learning is an effective and low-risk strategy which positions universities for the onslaught of technological developments that will be forthcoming in the next few years. As society and technology fundamentally alter the manner in which we communicate and learn, this inevitably alters how we think. This is being driven further by the expectation placed on higher education to meet the need for intellectual talent. Forms of communication and our ability to manage information challenge our cognitive abilities and the traditional classroom paradigm. Institutions of higher education need to discover their transformative potential. Internet information and communication tools provide flexibility of time and place and the reality of unbounded educational discourse. This does not represent the demise of the campus-based institution, but will cause us to recognize how best to utilize both face-to-face and online learning for purposes of higher education.

To begin, this paper will describe blended learning along with its capability to support meaningful learning outcomes. The core of the discussion, however, is on uncovering the transformative potential of blended learning approaches in higher education settings and providing an examination of developmental and leadership issues.