New Report Seeks to Clarify 'Blended Learning' Confusion

Policies recommended for mixing face-to-face and online learning

By Katie Ash

Ed Week

What exactly does “blended learning” mean?

Experts often concede that the term—which describes a mix of face-to-face and online learning—is defined numerous ways by different organizations and people.

A new report published by the Mountain View, Calif.-based Innosight Institute seeks to clear up the confusion and provide a working definition of blended learning, along with a framework for mapping and defining blended-learning models.

The report also profiles 40 different blended-learning organizations that are currently supporting 48 different models of blended-learning environments, and it describes six different models that such programs fit into.

Policy recommendations at the end of the report say that all programs, including online-only and blended models, should receive equivalent funding provided that students are successful, and that if a program yields cost savings, those should be reinvested in education savings accounts for students.

The report also draws on the policy guidelines from the Digital Learning Now! framework spearheaded by former Florida Gov. Jeb Bush and former West Virginia Gov. Bob Wise, which recommend, for example, eliminating caps on enrollments for online or blended-learning environments, lifting rules that dictate class-size and pupil-teacher ratios, and moving away from models based on “seat time” in favor of ones based on competency.

“This report really added a lot because people have struggled with what exactly blended learning means,” said Matthew Wicks, the vice president of strategy and organization development for the Vienna, Va.-based International Association for K-12 Online Learning, or iNACOL. “Having those six specific models and types of blended learning are really helpful along with the definition.”

Blended learning, according to the report, is a model in which a student learns, at least in part, at a supervised physical location away from home and through online delivery where the student has control over the time, place, path, and/or the pace of the curriculum.

The report was written by Heather C. Staker, a senior research fellow for Education Practice at the Innosight Institute, a nonprofit think tank that aims to apply theories of “disruptive innovation” to various social challenges in the United States. The report received support from the Charter School Growth Fund, based in Broomfield, Colo., which invests in high-performing charter school operators to support their expansion in serving K-12 students.

The 40 profiles, which are based on data from the 2010-11 school year, survey blended-learning models in 21 states, but should not be read as a comprehensive list nor as an endorsement of the chosen programs, the report says.

The concept of disruptive innovation was coined by Harvard Business School professor Clayton M. Christensen and suggests that innovative shifts occur when simple, more affordable, and more convenient alternatives crop up in a sector with expensive, complicated, and inaccessible products and services.

This theory, argues the Innosight Institute, applies to online learning in K-12 education.

Prescriptions Questioned

Some education observers took issue with the report’s prescriptions.

“If the policy recommendations in [the report] were taken seriously, ... half a dozen large private companies like K12 Inc. would have a clear path toward hundreds of millions of dollars of public education funding,” said Gene V. Glass, a senior researcher at the National Education Policy Center, the University of Colorado at Boulder’s policy-research ...

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Vol. 30, Issue 31, Page 12