The Clayton Christensen Institute defines and characterizes a variety of blended learning models. Other e-learning experts cite similar models which are commonly accepted in the field, but what grabbed my attention most, was the concept of a “flipped classroom” where online content is first introduced outside the classroom and then students “attend the brick-and-mortar school for face-to-face teacher guided practice on the content” (Clayton Christensen Institute for Disruptive Innovation [The Christensen Institute], 2012). This fresh approach to teaching and learning offers tremendous and untapped benefit to learning organizations because it allows the teacher to use his/her time actually helping students understand core concepts that have already been introduced online. The primary benefit to this approach is the shift of teacher efforts from lecture-based instruction to guiding student practice, identifying knowledge deficits, and adjusting instruction to facilitate more overall masterful learning (Khan, 2011)
The challenges of blended learning for k-12 public school districts, where I have worked for the past 26 years, will center on securing and managing the fiscal resources necessary to develop and maintain blended learning opportunities; acquiring the necessary infrastructure to support universal platforms; finding the right balance to blend face-to-face and online learning; and securing administrative and employee support (Lee, Frenzelas, & Anders, 2008).
Public k-12 education is fairly traditional in its structure and delivery, so shifting the paradigm to one of blended learning will trigger the biggest challenge of all – organizational change (Senge, 2011). Helping employees know that blended learning opportunities are both relevant and useful to their jobs; keeping the training engaging and interesting; providing uninterrupted time for learning new skills and practices; and providing technical support to navigate the new online systems (Lee et al., 2008) constitute the organizational changes and the primary implementation challenges.
Institutions of higher education have emerged as a leading force in the expansion of e-learning opportunities (Koller, 2012); however, I anticipate an explosion of ideas in the future on how technology can be blended with traditional bricks-and-mortar k-12 public school as well (Staker, 2011). Bill Gates concluded a 2011 TedTalk with Salman Khan about the vision and mission of the Khan Academy by saying to the audience, “I think you just got a glimpse of the future of education,” (Khan, 2011). The challenges for making this shift to full immersion into e-learning will be tremendous, but the benefits of online learning, as Bill Gates predicts, will be transformative to an antiquated system of public education.
References
Clayton Christensen Institute for Disruptive Innovation. (2012). Blended learning. Retrieved from http://www.christenseninstitute.org/blended-learning/
Khan, S. (2011, March). Let’s use video to reinvent education [Video file]. Retrieved from http://www.ted.com/talks/salman_khan_let_s_use_video_to_reinvent_education
Koller, D. (2012, June). What we’re learning from online education [Video file]. Retrieved from http://www.ted.com/talks/daphne_koller_what_we_re_learning_from_online_education
Lee, D., Frenzelas, G., & Anders, C. (2008). Blended learning for employee training: Influencing factors and important considerations. International Journal of Instructional Media, 35(4), 363 – 372.
Senge, P. M. (2011). The fifth discipline: the art and practice of the learning organization. [Adobe PDF version]. Retrieved from
Staker, H. (2011). The rise of k–12 blended learning. Retrieved from http://www.christenseninstitute.org/wp-content/uploads/2013/04/The-rise-of-K-12-blended-learning.emerging-models.pdf