Dear Sivakumar. Basically, there are three models in Blended Learning. They are:

1. Low Impact Blend

2. Medium Impact Blend

3. High Impact Blend

Low impact involves integration of 1-2 online activities to complement your traditional teaching. Medium impact requires you to replace one of your traditional approaches with online activities and teaching whereas High Impact demands you to totally replace your traditional teaching with online and CBT activities.

Hi Sivakumar,

You may find this article of value. It's available online.

Garrison, D & Kanuka, H. (2004). "Blended learning: Uncovering its transformative potential in higher education". The Internet and Higher Education 7 (2): 95–105. doi:10.1016/j.iheduc.2004.02.001.

Susan

http://www.sciencedirect.com/science/article/pii/S1096751604000156

Blended learning

Blended learning is the combination of traditional face-to-face and technology-mediated instruction encouraging the adoption of platforms such as online learning, mobile technologies and resources that exist in the cloud (Moskal, Dziuban and Hartman, 2013). Blended learning can be adopted also in distance learning and with new information and communication technology its will come ‘the new normal model’ (Norberg, Dziuban and Moskal, 2011). Blended learning has emerged by the development of information and communication technology but very few studies provide educational guidance for institutions (Halverson, Graham, Spring and Drysdale, 2012).

Littlejohn and Pegler (2007) expanded the types of blends to include the ‘space blend’ (face-to-face or online), ‘time blend’ (geography and availability), ‘media blend’ (tools, technologies and resources), and ‘activity blend’ (learning and teaching activities, individual or group). It is essential that a higher education institution defines and supports policies and course design processes that ensure all students access to learning regardless their time of study and geographical location. Many higher education institutions teach in multiple modes which includes on campus, at a distance, online or a blend of a number of modes (Taylor and Newton, 2013).

During the development of blended learning, a spectrum has appeared on course-delivery modalities which ranges from traditional face-to-face teaching to complete online teaching. The first step is the technology enhanced education. Thereafter the blended learning is followed by learning mostly online and finally completely online (Graham, Woodfield and Harrison, 2013). The latter phases of the spectrum are useful in distance learning. There are virtually unlimited possible combinations of face-to-face and technology-mediated education. Each of them are no more or less valid than all the others.

Higher education institutions have started blended learning first in part-time adult education, because students are at work, but the new techniques have become more common also in full-time study. Blended learning has become more popular among young full-time students in Finland, because most of the students work while they study. The experience has shown that the fully online courses are very demanding for many students. Institutions need to solve the technical and pedagogical obstacles in the face-to-face education. The development has led to technology enhanced education, blended learning and learning mostly online. Blended learning presumes the increased capacity of the tutoring of students and electronic libraries (Kettunen, 2007).

According to the research evidence there is no singular best model for blended learning that fits for all. The mode of delivery has a very weak statistical correlation with student success or persistence (Dziuban & Moskal, 2011). Each institution has to select the success factors for the mode of delivery to fit for the purpose and improve them continuously over a span of several years to achieve high quality. It is typical that at the beginning of a course there is face-to-face class to meet and build community, but discussing a complex matter that requires reflection may be better accomplished through an asynchronous Internet discussion forum (Garrison and Kanuka, 2004).

The key issue in the literature on blended learning is the combination of face-to-face and technology-mediated instruction. Even though it has been expanded to geographical, technological and activity dimensions there is still room to add new perspectives to blended learning. Blended learning has a tradition of many decades in Finland. It has evolved to distance learning, which includes essays from literature with practical applications and criticism, service to society, practical training, student exchange, entrepreneurship and development tasks among other things. The integration of research and development into education is a new innovation in higher education and creates capabilities for students to participate in development work after graduation.

Innovation pedagogy

Innovation pedagogy was developed to improve the external impact of the universities of applied sciences and support the regional development (Kettunen, 2011). The institutions respond to the development needs of the enterprises and other organisations in the region. Typically these development needs are multidisciplinary. The universities of applied sciences apply for project funding and integrate the projects into education. Students are offered project studies and they able to learn innovation competencies in the research and development projects (Kettunen, Penttilä and Kairisto-Mertanen, 2013). Innovation competencies are gained in international collaboration and they are valuable to promote entrepreneurship and the export of education (Kantola and Kettunen, 2013).

The positive external impact of the universities of applied sciences is created with incremental or radical innovations (Tidd, Bessant and Pavitt, 2001). Incremental innovations are created by continuous improvement of existing products, services or processes. Radical innovations create new products, services or processes.Successful innovation pedagogy promotes the economic growth, employment and welfare in the regions of the universities of applied sciences. The curriculum is developed to reach out and engage with development activities in the region.

 Individual learning is extended to collaborative and networked learning, which are the modes of delivering education in projects and distance education. The students are offered project studies where learning emerges as learners interact (Vygotsky, 1978). Students work together and develop their problem-solving skills to achieve the practical learning goals (Puntambekar, 2006). Advanced learning takes place in professional education when learners are well-connected to their environment. The networks raise the ability of students and staff to participate and interact when they resolve their shared problems (Cross & Parker, 2014). Networked learning can be supported not only by information and communication technology but also social and international networks.

Siv:

Our BL policy and my reflections as a BL champion and lessons learnt can be useful in informing your topic:

https://sta.uwi.edu/cetl/documents/BLENDEDLEARNINGPOLICYrevised12July2011.pdf

https://www.researchgate.net/publication/263767251_Championing_Blended_Learning_in_Higher_Education_Reflections_on_Lessons_Learnt?ev=prf_pub

Best regards,

Debra

Conference Paper Championing Blended Learning in Higher Education: Reflection...