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Evidence suggests that blended learning improves adult learning outcomes, can meet diverse learner needs, and can be implemented across subject matter (McKenna et al., 2019). There is debate on whether certain modalities are more effective than others and thus whether one should be allowed more time in practice—however, there is no consensus. It may be best to assume that all modalities have the potential to make a positive impact if properly planned and facilitated (McKenna et al., 2019). Adult education, as opposed to K-12 or higher education, is lacking a dedicated blended learning framework that instructional designers can use to build effective programs. At a minimum, we should strive to understand what motivates adult learners through the learning process while reducing any technological barriers that may impede on their digital learning efforts (Diep et al., 2019).
Based on the commonly recognized definition of blended learning essentially being one part in-class and one part online, there have been many models created to address different agencies’ needs and student learning objectives. Horn et al. (2015) offer four basic blended learning models: Rotation (which includes Station, Lab, Flipped Classroom, and Individual); Flex; A La Carte; and Enriched Virtual. The so-called Flipped Classroom model is arguably the most well-known and popular of the models likely because it adheres to the definition of blended learning most closely. In a classroom that has been flipped, students consume online instruction independently while classroom time is reserved for “homework” with teachers providing real-time support (Horn et al., 2015).
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Dr.Jim Dunnigan, 2015
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Bergmann, 2010
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PBS NewsHour, 2013
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