An Argument For Blended Learning

Justified or not, lecture stands as perhaps the single symbol of non-progressive learning.

The visual is clear enough for most. A sage-on-stage stands and delivers wisdom and expertise while attentive learners jot down what they can that sounds important for later exploration.

In the case of an incredibly curious and resourceful, this model can function, and has for decades, if not centuries. But even a functioning lecture model pales in comparison to a well-designed learner-environment where learners ask question, self-direct, revisit old thinking, and self-initiate the transfer of important thinking.

What Are The Pros And Cons Of Blended Learning?

Terry Heick offered a definition of blended learning as “an approach to learning that combines face-to-face and online learning experiences. Ideally, each (both online and off) will complement the other by using its particular strength.”

Little of it is new beyond the titular quote which really resonated–itself an argument itself for the flipped (and blended learning) model the online video and algorithm-based content takes advantage of. Above all else, blended learning is about rethinking interaction patterns, including how we use two of our most valuable resources: time and space.

Getting The Lecture Out Of The Room: An Argument For Blended Learning