Blended Learning Pedagogy in Higher Education

Abstract

Blended learning, a combination of traditional face-to-face and online learning, is being increasingly adopted by higher educational institutions worldwide. The popularity of blended learning in higher education attests the increasing appreciation of its potential to facilitate and enhance student learning. The term ‘blended learning’ has been defined variously. Garrison and Vaughan (2008:148) suggest blended learning as ‘the organic integration of thoughtfully selected and complementary face-to-face and online approaches and technologies’. Broadly speaking, blended learning refers to teaching and learning conducted via a combination of face-to-face classroom learning and technology-based online learning approaches. It combines the traditional face-to-face teaching with online teaching methods to enhance and extend the learning opportunities for students. When blended learning is thoughtfully designed, it offers an opportunity to enhance students’ learning experiences. It is clear that there is no ‘one size fits all’ approach, and each institution has to find their own way towards a contextual blend that works for their student body. Since blended learning could mean many different things, it is important that researchers and practitioners carefully explain what blended learning means to them and why they have adopted a particular blended learning design. This chapter explores potential benefits and challenges of blended learning design through two case studies.