Blended Learning: How to Integrate Online and Traditional Learning

161 Pages·2009·1.11 MB·English

Blended Learning:
How to Integrate
Online and
Traditional Learning
Kaye Thorne
Kogan Page
Blended Learning
How to Integrate Online and
Traditional Learning
Kaye Thorne
First published in Great Britain and the United States in 2003 by Kogan Page
Limited
Apart from any fair dealing for the purposes of research or private study, or
criticism or review, as permitted under the Copyright, Designs and Patents Act
1988, this publication may only be reproduced, stored or transmitted, in any form
or by any means, with the prior permission in writing of the publishers, or in the
case of reprographic reproduction in accordance with the terms and licences issued
by the CLA. Enquiries concerning reproduction outside these terms should be sent
to the publishers at the undermentioned addresses:
120 Pentonville Road 22883 Quicksilver Drive
London N1 9JN Sterling VA 20166-2012
UK USA
www.kogan-page.co.uk
©Kaye Thorne, 2003
The right of Kaye Thorne to be identified as the author of this work has been
asserted by her in accordance with the Copyright, Designs and Patents Act 1988.
ISBN 0749439017
British Library Cataloguing in Publication Data
A CIP record for this book is available from the British Library.
Library of Congress Cataloging in Publication Data
Thorne, Kaye.
Blended learning:how to integrate online and traditional learning/
Kaye Thorne.
p. cm.
Includes bibliographical references and index.
ISBN0-7494-3901-7
1.Employees–Training of. 2.Internet in education. 3.
Computer-assisted instruction. I.Title.
HF5549.5.T7T46232003
658.3′124–dc21
2002152259
Typeset by JS Typesetting Ltd, Wellingborough, Northants
Printed and bound in Great Britain by Clays, St Ives plc
Dedication
To Louise and Mark, Sally and Dean, Marigold and Patrick for bringing
fun, happiness and laughter into my summer of 2002.

Contents
Preface ix
Acknowledgements xi
Introduction 1
1. What is blended learning? 5
Developing an employer brand 7
So what does blended learning mean? 10
So what are the drawbacks? 17
Why is blended learning important? 18
2. How to support blended learning 19
Creating the right environment for learning 19
How do people prefer to learn? 19
Making learning a real experience 20
Using the whole brain 24
So how do you get started? 28
3. Planning ways of integrating different types of learning 35
What makes for successful blended learning? 35
An approach to blended learning 41
Everyone is different 43
Helping learners to learn 47
Creating a coaching environment 49
Time to reflect 52
v
Contents
4. Designing blended learning 55
Creativity 56
Tools and techniques 63
Designing and writing online learning 66
Contract with the learner 69
Using other media 70
Other key points to remember 71
5. Tracking blended learning 75
Inviting feedback 75
Reflecting on learning 76
What are the essential elements of a TNA? 80
Using a learning management system 84
Overcoming obstacles 84
Areas to consider 85
6. Case studies 87
Rolls-Royce plc 88
Diageo plc 92
DaimlerChrysler UK Ltd 97
Avis Europe plc 101
Ashridge 104
Basic Skills Agency 109
Computeach International 112
CNDL Group 113
Nationwide Trust 115
The US Department of Health and Human Services 117
THINQ Limited 119
What lessons have we learnt from the case studies? 120
7. Building learning networks 123
Self-knowledge 123
Take time to talk 125
Manage your own success 126
Build a support network 128
Share information 129
Useful contacts 130
vi
Contents
8. So where do we go from here? 131
What are the benefits of blended learning? 132
What is the future for blended learning? 133
What lessons have we learnt to date? 134
Are you ready for blended learning? 137
Recommended reading 141
Index 145
vii

Preface
When was the last time you were really excited about learning? How
often do your learners feel really inspired? Have you really embraced
the new learning technology?
Imagine being able to:
(cid:1) undertake an online assessment that identified the way you preferred
to learn;
(cid:1) take that information and talk through the implications with your
line manager who actually has time to spend on your development;
(cid:1) select personal development actions that meet your exact learning
needs;
(cid:1) undertake your own development at a time, place and pace to suit
you;
(cid:1) only have to attend the training that you select from generic progr-
ammes to build your own personal skills base;
(cid:1) work virtually and globally with your colleagues on new develop-
ments;
(cid:1) track your own learning and build a personal portfolio;
(cid:1) have one-to-one coaching based on your own learning needs.
Imagine the future being now... it is with blended learning.
ix