Hi John

If it is blended, the face-to-face is already there! I think that in some disciplines, language teaching for example, the face-to-face and online are more complementary. There are advantages in either arrangement. Classroom interaction and non-verbal communication cannot be performed as well online even by using the latest technologies. Similarly, learning at one's pace and differentiation can be performed online better than in a f2f context.

The face-to-face ”model” is included and possible within so-called blended learning ”model”. and both are more about teaching than learning, aren’t they? And the term ”face-to-face” is new and just there to emphasize some kind of classroom gold standard for teaching and learning - when threatening alternatives began to emerge (as distance-, e-, and online learning models). But ”blended” is a negotiated compromise between old and new. Before electrical guitars emerged, there were no ”acoustic” guitars - same phenomenon. But why not just appreciate the music?

Interesting that you mention blended learning as ”the new normal”. I think I and coauthors were kind of first with this using this term about blended learning, 2011 ( se attached paper; now over 220 citations on Google Scholar). We developed this in a paper last year, and looked forward. Also attached.

Article A time based blended learning model

Article Blended learning: the new normal and emerging technologies

Dear John Marco Pima

To utilise blended learning efficiently, it should be rationally integrated in course design, and appropriately given an instructional function. In order to come up with the desirable results, educators and curriculum designers should consider two approaches of utilising blended learning in university’s instructional environment; Synchronous and Asynchronous.

By way of elaboration, Synchronous learning happens in real-time, when all learners are interacting at the same time, such as, online questioning. Asynchronous learning allows learners to engage in without the dependency on other learner′ engagement. Asynchronous learning could use video courses, discussion boards, and wikis.

Dear Abdelmajid Bouziane, Anders Norberg , and Mohamed Hossni

I agree with you all that Blended Learning combines both face-to-face and online learning models. However, there are variations in terms of the % for each constructs. For instance, some faculty members could use 40% for face-to-face and 60% online while providing assessment feedback. While in teaching, some could spend 60% face-to-face supplemented with 40% online.

We have found that blended learning is a very effective way forward in providing refugees in East Africa with access to professional and other post-secondary training. See www.bher.org for more information. However it may not suit everyone and we continue to support many refugees on conventional face to face residential programmes as well. Room for both. Robin Shawyer, Windle International www.windleinternational.org

As reaserchs shows blended learning is a very effective way of learning. I think that most of traditional lectures (in the aula) will be moved to the internet and students will be meeting f2f only to work together on concrete cases in a small groups in the class in the future.

Blended learning is the combination of both traditional classroom and online instructional model. It is the best and more effective type of instructional model for higher education. But it can't replace the face-to-face instructional model fully. In future may be the timings of face-to-face instructional model may be short. But it is necessary for certain affective domain aspects.

Dear Robin Shawyer

Thank you for sharing the https://www.bher.org/ site. It is real good work and an effort that has impact to the society. This is the power of Blended Learning.

Of course, because face-to-face is part of blended learning.

I think the on-line component of blended learning will be more important in the future. How much face-to.face and how much on-line depends on every learning objet within a subject and within a program.

Dear John Marco Pima

It is beneficial to add that to compare between distance and traditional education appropriately, some aspects should be considered, such as, the nature of modules, curricula, and syllabi. By way of elaboration, distance education in medicine or engineering will not be an adequate method. However, every type of them have its advantages and disadvantages. To achieve the desired targets of distance education, it is beneficial to take into consideration the issue of quality assurance in distance education.

As a teacher of English, I think that blended learning can significantly impact students' learning pace if it used effectively. As a CPGE teacher, I am supposed to teach new Bac-holders such higher-level skills as reading and analyzing press articles, critically discussing current issues ... among other skills. The challenge is that the groups I am assigned are not homogeneous, and a considerable number of students are still struggling with basic language skills. To encourage them to work on these skills, I am planning to experiment with Google classroom to assign them some extensive readings , listening and video watching and grammar lessons with practice.

In order for blended learning to be able to replace traditional face-to-face learning it needs some conditions, such as the teachers' readiness (I mean both technical and dispositional readiness) to adopt it, and their belief in its positive. I think this issue can be addressed in an empirical study. How about working on it as soon as we finish what we are up to?

Let me argue this. All teaching and learning has always been blended: no one has ever taught or learned in a single way. For instance, in a F2F context a teacher has always blended tools (chalk, book, computer, etc.) and methods (lecture, discussion, inquiry-based, etc.) to optimise the learning experience. "Technologia" in the original, Ancient Greek, broader sense is any tool that helps you achieve your goal. Factor that in when you consider your question. For more discussion, check my i2Flex/blended learning chapter in our 2016 book Revolutionizing K12 learning (see my profile). Hope this helps!

No, it will not. A teacher will never "learn for me." I have to learn myself. However a good teacher is able to help me in my learning processes.

I agree with most of the answers here stating that a blended approach, i.e., online in combination with f2f appointments is more effective than just f2f approaches.

Specifically, I've got some experiences with a blended approach in engineering mechanics, where it is used kind of intertwined in the sense that there is an online part prior to each f2f appointment and then the possibility to review everything again after the f2f part online in the LMS.

It can be shown that learning outcomes, i.e., average grades are improved in such a scenario as compared to traditional, f2f-only, approaches.

I've detailed these findings here:

Conference Paper EXPERIENCES WITH A BLENDED LEARNING CONCEPT IN A FIRST YEAR ...