Blended Learning, More Than a Fad

By Dana Bodewes

No, it’s not as exciting as a new Max Brooks novel, but the annual ECAR Study of Undergraduate Students and Information Technology was published mid-September and the report is definitely worth reading.  ECAR is the Educause Center for Analysis and Research and their annual study of student technology perceptions has been influencing university communities for the last ten years.  I was particularly interested in the study’s finding that students prefer blending learning and feel they learn more in this format (p.15).  While this news may not be appreciated by all in the university community, I challenge the naysayers to consider the idea.

The more I reflected on this preference for blended learning, the more it made sense to me.  A few months ago, I experienced a problem where I couldn’t get the hot water to fully turn off on my bathtub faucet.  After basic remedies didn’t work, I used the internet to search for information.  I read articles, wikis, and blog postings to research the topic.  My next step was to search for and watch online videos demonstrating the steps needed to fix the faucet handle.  Armed with enough working knowledge about the issue, I visited my local hardware store to consult with an expert.  I requested assistance selecting the appropriate valve stem and gasket and the salesman offered veteran advice for the installation.  

This method of inquiry was my natural preference for learning something new; I read online sources of information, watched online videos, and then consulted face-to-face with an expert in the field.  Essentially, I used a blended learning format to progress through a learning experience.  Students’ desire to learn in a blended environment may simply be a reflection of society’s changing preferences for learning in general.  

Practical applications for blended learning exist everywhere.  Within I&TS, staff facilitate learning throughout each day and perhaps we should reevaluate the ways in which we support learning.  For instance, providing more online resources, tutorials, and videos could be one way to increase meaningful interaction with I&TS experts.

So when you hear the term “blended learning” thrown around, don’t think of it as just another fad.  There might soon come a time in the university community when “blended learning” is simply regarded as “learning”.

To read the ECAR study visit their website here.