What is blended learning?
Blended learning is not the same as technology-rich instruction. It goes beyond one-to-one computers and high-tech gadgets. Blended learning involves leveraging the Internet to afford each student a more personalized learning experience, meaning increased student control over the time, place, path, and/or pace of his or her learning.
The definition of blended learning is a formal education program in which a student learns:
at least in part through online learning, with some element of student control over time, place, path, and/or pace;
at least in part in a supervised brick-and-mortar location away from home;
and the modalities along each student’s learning path within a course or subject are connected to provide an integrated learning experience.
What are the most common models of blended learning?
The majority of blended-learning programs resemble one of four models: Rotation, Flex, A La Carte, and Enriched Virtual. The Rotation model includes four sub-models: Station Rotation, Lab Rotation, Flipped Classroom, and Individual Rotation. Read the definitions of the models and sub-models here.
Blended Learning Universe (beta)
The Institute maintains a Blended Learning Universe, a rapidly growing, searchable catalog of K–12 blended-learning programs worldwide.
Blended Learning Universe (beta) - Use this tool to search for K–12 blended-learning programs.
Profile submission form (beta) – Use this form to create a profile of your blended-learning program to be included in the Blended Learning Universe.
Blended Learning MOOC
There’s plenty of buzz around blended learning and its transformational potential. But what does it really mean? You can now get the inside track on this growing movement by participating in our Blended Learning MOOC—a massive open online course—taught by our own Michael B. Horn, Brian Greenberg of Silicon Schools Fund, and Robert Schwartz of the New Teacher Center.
The course is free and open to anyone, anywhere. Register and learn more here.
Blended-learning white papers
Is K–12 blended learning disruptive? An introduction of the theory of hybrids
This paper is the first to analyze blended learning through the lens of disruptive innovation theory to help people anticipate and plan for the likely effects of blended learning on the classrooms of today and schools of tomorrow. It introduces the theory of hybrids and identifies sustaining and disruptive models of blended learning. Read more
Classifying K–12 blended learning
This paper introduces a refined definition of blended learning and distinguishes blended learning from other education practices. It highlights four blended-learning models and sub-models that are appearing across the K–12 field and provides examples of schools and districts that have implemented them. Read more
The rise of K–12 blended learning: Profiles of emerging models
This paper offers 40 brief case studies of organizations that are beginning to blend online learning with supervised brick-and-mortar settings. It also provides a snapshot of the technology tools these organizations are using and the policy changes they have identified as the most helpful to advance their work. Read more
The rise of K–12 blended learning
This paper observes that online learning is sweeping across America, and it is no longer only a distance-learning phenomenon. Most of the growth is in blended-learning environments. As blended learning grows, it has the potential to transform America’s education system into one that offers more personalized-learning approaches for all students. Read more