Background: Responding to Change

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Image by Gerd Altmann from Pixabay
As educators, we have witnessed the upending of the traditional school system as we knew it since the physical closure of our classrooms in the spring. But as they say in show business: "the show must go on;" with around two months left in the school year, administrators were faced with the dilemma of how to continue delivering high-quality instruction to their learners while observing social distancing guidelines. 
The abrupt closure, paired with widespread uncertainty, disrupted the entire learning structure of many institutions, including adult-serving agencies, where a classroom-based direct instruction model was no longer possible and a transition to remote learning was attempted. This hit Adult Ed particularly hard as remote learning has not been a typical learning model for agencies serving non-traditional (non-college) adult learners.
There is a concern that leadership is now asking teachers to once again transition to a model of instruction in which they may have little or no experience. 
With discussion of schools reopening in the near future, blended learning is now being proposed as a way to “ease” back into “normal” for many agencies nationwide. The models being proposed at this early stage vary widely but many are focused on physical aspects like social distancing or block schedules rather than instructional design. There is a concern that leadership is now asking teachers to once again transition to a model of instruction in which they may have little or no experience. Beyond the logistical and physical planning, blended learning will require a professional learning component as well as ongoing support.
The aim here is to help readers reach a solid understanding of what blended learning is, how it can be implemented into adult-learning programs, as well as offer considerations for agencies looking to adopt a blended learning approach. 

Blended: A Learning Theory

Defining the Terms
 According to Horn et al. (2015) in their book Blended, there are three distinct parts to blended learning: (1) in part through online learning, (2) in part in a supervised brick-and-mortar location, and (3) creation of an integrated learning experience. Blended learning is not technology-rich instruction, full-time virtual learning, or independent online learning (Horn et al., 2015). Hrastinski (2019) offers a somewhat looser definition in that “inclusive definitions and models, and diverse conceptualizations, mean that essentially all types of education that include some aspect of face-to-face learning and online learning is described as blended learning” (p. 564). Let's take a deeper look at each component.
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Image by yogesh more from Pixabay
Blended learning is not technology-rich instruction, full-time virtual learning, or independent online learning (Horn et al., 2015).
Online Learning
According to Horn et al. (2015), “blended learning is any formal education program in which a student learns at least in part through online learning, with some element of student control over time, place, path, and/or pace” (p. 75). The key here is the emphasis on student choice. If a student has no control over when, how, and at what speed they access the online content, it is, by definition, not blended learning. Online learning should also be understood as web-based content and instruction (e.g., Khan Academy, teacher-produced video), not simply the use of any digital tool (e.g., G Suite, Lexia). There are myriad benefits to online learning, according to McKenna et al. (2019), including “introducing and reinforcing content, providing resources and information, providing flexibility and convenience, allowing time for reflection and preparation for face-to-face classes, feedback through online assessments and peer reviews, and deepened content understanding through projects and discussions” (p. 2).
Supervised Brick-and-Mortar
Blended learning, as defined by Horn et al. (2015), requires “the student learns at least in part in a supervised brick-and-mortar location away from home” (p. 76). Simply stated, this is a traditional school setting with a teacher and a classroom. However, as many adult-serving agencies work in community partnerships and other creative ways, this could also be a church, community center, library, or other space made available for learning. The only requirement is that it is supervised. An informal study group is not, by definition, blended learning as it does not include supervision. Benefits to face-to-face learning include the opportunity for immediate clarification and feedback, sharing out, and reaching a deeper level of understanding through personal interaction (McKenna et al., 2019).
Integrated Learning Experience
​Finally, Horn et al. (2015) require that “the modalities along each student's learning path within a course or subject are connected to provide an integrated learning experience” (p 76).  This means that students should experience different learning components between the face-to-face and online portions of the class with the objective that they become integrated rather than repeated. Delivering the same content online one day and in-person the next does not constitute blended learning. This requirement cannot be overstated because it can be argued that the instructional design behind the learner’s experience is critical to both student engagement and a successful program. A true blended learning experience works together to actually “blend” delivery of instruction with student practice—not repeat. 

References

Horn, M. B., Staker, H., & Christensen, C. (2015). Blended : Using disruptive innovation to improve schools. Jossey-Bass.
Hrastinski, S. (2019). What do we mean by blended learning? TechTrends, 63(5), 564–569. https://doi.org/10.1007/s11528-019-00375-5
McKenna, K., Gupta, K., Kaiser, L., Lopes, T., & Zarestky, J. (2019). Blended learning: Balancing the best of both worlds for adult learners. Adult Learning, 104515951989199. https://doi.org/10.1177/1045159519891997
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