Explanation of Variations on the Models
As discussed, the definitions for blended learning can vary greatly and so to can the various blended learning models; Watson et. al. (2014) describe “blended learning implementations” as having “infinite permutations, making it extremely difficult to identify and study” (p.4). Horn and Staker (2015) admit that after amending the descriptions of the blended-learning models many times, there are blended learning programs that “mix and match the models” resulting in “a combination approach” (p.52).
Example of a Variation on the Models
One of these mix and match or combination approaches could explain the New Albany-Plain Schools (NAPLS) in Ohio who completely redesigned the instructional model to offer 17 blended courses (Horn & Staker, 2015). These blended courses reduce the traditional whole class instruction time to 1-2 days per week while providing the coursework online during the remaining days. These courses are taught through a flexible mixture of the physical classroom and the digital learning space. Students may complete the online work at home instead of during the scheduled time. The teachers design their own online content and determine the face-to-face and online components. These blended courses have shown:
- statistically similar outcomes in course grades
- 80% of students like their blended courses
- 86% of these same students reported that they had the ability to work at their own pace in their blended courses
- 88% of the spring 2014 students report that their blended courses were well organized in the LMS and this made learning easier (Watson et. al., 2014, p. 47).
Suitability for Outreach
The NAPLS model above does not necessarily focus on at-risk students but does reveal that the combination of face-to-face and online components provides students with the opportunity to work at their own pace even within a synchronous course setting. However, the idea of flexible pace may vary dramatically between different at-risk students - where one student may take weeks to complete a course and another may take months - this amount of flexibility would be difficult to achieve in a synchronous course setting.
There are many other variations on the models that could work or evolve to work in an Outreach setting. Mixing and matching the best pieces of each of the models would allow Outreach teachers to develop flexible blended learning situations to meet their student's needs.
There are many other variations on the models that could work or evolve to work in an Outreach setting. Mixing and matching the best pieces of each of the models would allow Outreach teachers to develop flexible blended learning situations to meet their student's needs.