Señales transmitidas por la VTU-R .1 R-P-QUIET 2

The general definition of ‘blended learning’ centres on the notion of combining education with technology. The definition entails in most cases the collaboration of two disparate disciplines, unless the education practitioner is delivering technology-based content already. For example, information technology educators are grounded in education theories but are also considered experts in the area of technology that is suitable for blended learning.

The term ‘blended learning’ actually emerged from corporate usage for more than 20 years based on an etymological study (Sharpe, et al., 2006). The study finds that

the term itself has been a dynamic one, shifting its meaning along. The earliest definition for ‘blended learning’, according to the study, is the combination of face-to-face with distance learning in an Open University setting. For the higher education institutes context, Laurillard (1993) proposed a definition for blended learning that requires rethinking the approach of teaching at the university in terms of embedding technology. Many educational researchers regard the process of blending as a means to enhance the prospects of attaining the learning outcomes (Bonk & Graham, 2006).

For higher education institutes the technology aspect usually covers digitised information for educational purposes. Hence, a term such as ‘virtual learning environment’ or VLE is commonplace in the literature on blended learning. Virtual learning environments are a learning management systems used by facilitators in order to interact with learners at a distance (see Appendix B for commonly used VLEs in the UK). The interaction is usually in, but not limited to, the form of uploading course materials and content, as well as setting assignments and coursework (JISC Infonet, 2006). Many higher education institutes in the UK now subscribe to online databases that provide access to students and faculty members to various electronic articles and books (Walker, et al., 2014). The particular situation of the UK is the government's liberal acceptance of the presently dynamic reshaping of the educational experience (Loveless, 2006). Hence, the growing interest in supplementing face-to-face learning with electronic technology is due to the wide availability of the technology. The typical challenge that higher education institutes encounter in adopting blended learning

approaches is on how to make electronic technology aligned with face-to-face methods.

Now is the time when the longstanding beliefs and philosophy associated with many features of society, including education, are being re-evaluated. Those elements of society which have been out-dated, and for which a feasible substitute has been identified, are replaced in one way or another. In the case of education, the shift is somewhat gradual. The existence of the notion and practice of ‘blended learning’ is evidence for the gradual shift. The traditional methods are now combined with more progressive, technology-driven ones. But in the far future it is possible that education would become purely technology-driven. In the extreme case of being technology-driven, the physical relevance of a university may cease to exist; universities of the future might predominantly be open and online.

The term ‘blended learning’ has been quite vague. The adjective ‘blended’ could be taken to mean any combination of distinct approaches in general. For instance, a mixture of different pedagogies might already be described as a blended approach. In that sense, blended learning is not really a new concept. Even hybridisation of disciplines into a single learning program in higher education could be considered as blended learning. For example, a course on econo-physics is a combination of the mastery on economics and the technical aptitude from physics. The two disciplines have largely different views of the world. Both have entirely different subjects. But such a description does not seem to be consistent with the reports existing in literature about blended learning.

In order to minimise the confusion arising from vague terminology, Littlejohn & Pegler (2006) proposed a delimited definition of blended learning based on three fundamental elements. Blended learning approach must be adjudged based on the following considerations:

1. To what end is the learning set to achieve?

2. Under what context does the learning engagements proceed? 3. What are the learning and teaching styles to involve?

With the above considerations in mind the definition of blended learning is not as rigid as one would expect from standards. In other words, blended learning is taken as an accommodative approach. It encourages the fusion of different viewpoints and methodology. Consequently, the centre of the learning process has shifted to the learner/student. In the past such a shift would likely have been inconceivable. However, an interesting fusion has been realised from the desire to put the learner at the centre stage of the learning process.

A crucial point of contention in defining blended learning is the notion of ‘combination’. The term ‘blended’ could easily be translated or re-interpreted as a combination or a mixture. But there is some ambiguity in that. Hence, a more precise definition of ‘blended learning’ rests on clarifying the nature of the combination implied. Blended learning is particularly the notion of integrating face-to-face teaching methods with online or web-based instruction in a deliberate and pedagogically designed manner. The term ‘blended learning’ does not merely combine these two methods but rather trade off time allotted for face- to-face interaction with online engagement (Vignare, et al., 2005).