Blended learning: Uncovering its transformative …

1 Blended learning : Uncovering its transformative potential inhigher educationD. Randy Garrison*, Heather KanukaLearning Commons, Room 525, Biological Sciences Building, University of Calgary, 2500 University Drive NW,Calgary, Alberta, Canada T2N 1N4 Received 19 December 2003; accepted 13 February 2004 AbstractThe purpose of this paper is to provide a discussion of the transformative potential of Blended learning in thecontext of the challenges facing higher education. Based upon a description of Blended learning , its potential tosupport deep and meaningful learning is discussed. From here, a shift to the need to rethink and restructure thelearning experience occurs and its transformative potential is analyzed. Finally, administrative and leadershipissues are addressed and the outline of an action plan to implement Blended learning approaches is presented.

2 Theconclusion is that Blended learning is consistent with the values of traditional higher education institutions and hasthe proven potential to enhance both the effectiveness and efficiency of meaningful learning Elsevier Inc. All rights : Blended learning ; Leadership; Higher education; Higher-order learning ; Communities of inquiry; Transformation;Action plans1. IntroductionOnline learning is pervading higher education, compelling educators to confront existing assumptionsof teaching and learning in higher education. Indeed, leaders of higher education are challenged toposition their institutions to meet the connectivity demands of prospective students and meet growingexpectations and demands for higher quality learning experiences and outcomes. Given the increasingevidence 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 higher1096-7516/$ - see front matterD2004 Elsevier Inc.

3 All rights * Corresponding author. Tel.: +1-403-220-6764; fax: + ( Garrison).Internet and Higher Education 7 (2004) 95 105education in the 21st century. Transformation of learning environments in higher education settings foran increasingly electronic world is critical to ensure that the benefits are fully realized(Williams, 2002).In agreement withHicks, Reid, and George (2001), there are demands for universities to provide for alarger and more diverse cross-section of the population, to cater for emerging patterns on educationalinvolvement which facilitate lifelong learning and to include technology-based practices in thecurriculum (p. 143).A source of this transformation stems from the ability of online learners to be both together andapart and to be connected to a community of learners anytime and anywhere, without being time,place, or situation bound.

4 Moreover, the increasingly prevalent practice of the convergence of text-basedasynchronous Internet-based learning with face-to-face approaches is having a volatile impact ontraditional campus-based institutions of higher education. To this point, the President of Penn StateUniversity cites the convergence of classroom and online education as the single greatest unrecognizedtrend in higher education today (Young, 2002, p. A33).The purpose of this position paper is to discuss the emerging trend in higher education to blendtext-based asynchronous Internet technology with face-to-face learning often referred to as simplyblended learning . We posit that Blended learning is an effective and low-risk strategy whichpositions universities for the onslaught of technological developments that will be forthcoming in thenext few years.

5 As society and technology fundamentally alter the manner in which we commu-nicate and learn, this inevitably alters how we think. This is being driven further by the expectationplaced on higher education to meet the need for intellectual talent. Forms of communication and ourability to manage information challenge our cognitive abilities and the traditional classroomparadigm. Institutions of higher education need to discover their transformative potential. Internetinformation and communication tools provide flexibility of time and place and the reality ofunbounded educational discourse. This does not represent the demise of the campus-basedinstitution, but will cause us to recognize how best to utilize both face-to-face and online learningfor purposes of higher begin, this paper will describe Blended learning along with its capability to support meaningfullearning outcomes.

6 The core of the discussion, however, is on Uncovering the transformative potential ofblended learning approaches in higher education settings and providing an examination of develop-mental and leadership Blended learning describedBlended learning is both simple and complex. At its simplest, Blended learning is the thoughtfulintegration of classroom face-to-face learning experiences with online learning experiences. There isconsiderable intuitive appeal to the concept of integrating the strengths of synchronous (face-to-face) andasynchronous (text-based Internet) learning activities. At the same time, there is considerable complexityin its implementation with the challenge of virtually limitless design possibilities and applicability to somany begin, it is important to distinguish Blended learning from other forms of learning that incorporateonline opportunities.

7 First, Blended learning is distinguished from that of enhanced classroom or fullyonline learning experiences (seeFig. 1). However, it is not clear as to how much, or how little, onlinelearning is inherent to Blended learning . In fact, this is only a rough, indirect measure that may Garrison, H. Kanuka / Internet and Higher Education 7 (2004) 95 10596misleading. The real test of Blended learning is the effective integration of the two main components(face-to-face and Internet technology) such that we are not just adding on to the existing dominantapproach or method. This holds true whether it be a face-to-face or a fully Internet-based learningexperience. A Blended learning design represents a significant departure from either of these represents a fundamental reconceptualization and reorganization of the teaching and learning dynamic,starting with various specific contextual needs and contingencies ( , discipline, developmental level,and resources).

8 In this respect, no two Blended learning designs are identical. This introduces the greatcomplexity of Blended core issue and argument is such that, when we have solid understandings of the properties of theInternet, as well as knowledge of how to effectively integrate Internet technology with the most desirableand valued characteristics of face-to-face learning experiences, a quantum shift occurs in terms of thenature and quality of the educational experience. At the heart of this argument is the quality and quantityof the interaction and the sense of engagement in a community of inquiry and learning , achieved throughthe effective integration of Internet communication technology. Focusing for a moment on the propertiesof the Internet, we know that much of the satisfaction and success of Blended learning experiences can beattributed to the interactive capabilities of Internet communication technology(Garrison & Cleveland-Innes, 2003; Swan, 2001).

9 A closer examination reveals the ability of asynchronous Internet commu-nication technology to facilitate a simultaneous independent and collaborative learning experience. Thatis, learners can be independent of space and time yet together. A concomitant property of learning withInternet communication technology is that it has a significant educational implication resulting from theemphasis on written communication. Under certain circumstances, writing can be a highly effective formof communication that encourages reflection and precision of expression. When thoughtfully integratedwith the rich dynamic of fast-paced, spontaneous verbal communication in a face-to-face learningenvironment, the educational possibilities are makes Blended learning particularly effective is its ability to facilitate a community of provides the stabilizing, cohesive influence that balances the open communication andlimitless access to information on the Internet.

10 Communities also provide the condition for free and opendialogue, critical debate, negotiation and agreement the hallmark of higher education. Blendedlearning has the capabilities to facilitate these conditions and adds an important reflective element withmultiple forms of communication to meet specific learning requirements. For example, at the beginningof a course, it may be advantageous to have a face-to-face class to meet and build community. Incontrast, discussing a complex issue that requires reflection may be better accomplished through anasynchronous Internet discussion face-to-face or online, communities of inquiry consist of three elements: cognitive, social,and teaching presence (seeFig. 2;Garrison & Anderson, 2003).The sense of community and belonging must be on a cognitive and social level if the goal ofachieving higher levels of learning is to be sustained.