Blended Learning Models

Abstract

Technological advances and widespread access to information and communication technologies (ICTs) have facilitated the rapid growth of blended learning approaches in both higher education and corporate training contexts. In 2002, the president of Pennsylvania State University expressed his belief that blended learning was “the single greatest unrecognized trend in higher education” (Young, 2002, p. A33). At the same time, the American Society for Training and Development also identified blended learning as one of the top 10 emergent trends in the knowledge delivery industry (Finn, 2002). Since then, the visibility of blended learning environments has increased dramatically in both formal education and corporate training settings. At the third annual Sloan-C Workshop on Blended Learning and Higher Education, Frank Mayadas, the program director for the Alfred P. Sloan Foundation, predicted that “by 2010 you will be hard pressed to find a course that is not blended” (Mayadas, 2006). There is increasing interest in the concept of blended learning as evidenced by greater numbers of books, journal articles, and trade magazine articles that directly address issues related to blended learning. This article will provide an overview of current models of blended learning and provide references to the most recent resources in this emergent area of research and practice.

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