Defining blended learning

I like this summary of paradigms in the blended learning field by Anders Norberg and colleagues. Their literature search (of 40+ papers) moves beyond the usual categories of analysis in  by identifying the underlying approach or paradigms inherent in the discussions:

  1. ‘‘Infrastructure’’ models involve components such as mixed modalities, development time, cost factors, combined programs, multiple locations, production issues, multiple institutions and landscape considerations.
  2. ‘‘Learning environment’’ models are based on issues such as interaction, constructivism, communication, communities, learning management, learning effectiveness, cognition and performance support.
  3. ‘‘Added value’’ models are driven by constructs such as synchronicity, enhancement, presence, access, reusability, transformation, replacement and process emphasis. Many blended learning models organize themselves with space as the basic frame for education, where technological assets augment or supplant place-bound education. In these models, blending becomes a mix of place versus non-place events.

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