| Who Else Wants the Real
Story
of Blended Learning?
Finally, a report that gives you the facts
about blended learning and provides you with real examples
for developing a blended learning strategy and delivering
blended learning programs. Just in time!
Develop employees. Do it faster. Do it
with more flexibility and social interaction. Individualize
it. Moreover, do it with a reduced budget! Those are some
of the challenges we face daily.
Where to start? For the most learning-centric
organizations, the answer is attained through a learning strategy
that combines multiple delivery methods and formats.
Here are just a few of the questions answered
in this comprehensive, collaborative research report:
> |
Does blended learning produce better learning
outcomes than face-to-face instruction or e-learning alone? |
> |
What percentage of organizations offers blended learning
and what percentage of the instruction is blended? |
> |
Is blended learning a fad? |
> |
Are there any models for blended learning? |
> |
How are organizations blending instruction? |
> |
What channels of delivery are used to facilitate learning
in blended environments? |
> |
What are learner and instructor perceptions of blended
learning? |
> |
What infrastructure and support is needed to support
blended learning? |
> |
What culture is conducive for blended learning? |
> |
What cost savings are associated with blended learning? |
> |
What are the primary barriers
associated with blended learning? |
This report is written differently than
other reports we’ve written. For this report, we’ve
collaborated with experts and practitioners,
in both the corporate and higher education sectors, to provide
you with a rigorous and comprehensive view of blended learning.
Call it blended research.
Ya-Ting Teng, Curtis
J. Bonk, Kyong-Jee Kim, Eun
Jung Oh, Su Jin Son, Tingting
Zeng, and Jingli Cheng provide key
findings from a research survey study of HR professionals
worldwide to answer how blended learning is addressed in a
strategic plan, how the strategies are distributed and practiced,
and what advice learning professionals need regarding blended
learning. Their findings include projections of organizational
spending and needs around strategic planning. They encourage
you to share your innovative designs as models and applications
of blended learning evolve.
Bill Bruck and Paul
Schneider write about the gap between traditional
instructor-led programs and e-learning programs and provide
examples of how blended learning might be used to reduce time
to proficiency or even to serve as a catalyst to bridge the
knowledge management gap.
Jim Bertelsen provides
an example of blended learning as a default condition, a way
to enable lifelong, authentic learning. He provides examples
at the university level and the corporate level and outlines
new channels and enablers of blended learning.
Michael Sunnarborg provides
a snapshot of his experience with blended learning in the
corporate environment. In working within blended learning
environments at The University of Phoenix, Allen Interactions,
and Target, he provides a snapshot of how blended learning
impacts the learning professional.
B. Unnikrishnan provides
a glimpse of innovative initiatives of blended learning from
rural India. While we don’t often discuss physical conditions,
population issues, and reach in rural areas, doing so can
help us gain an understanding of a broader definition of blended
learning.
Also included in this report are case studies
of implemented blended learning at:
- York University
- Ticketmaster
- Accenture
- Amdocs
- IBM
- Caterpillar
- Boeing
The report concludes with definitions,
results of our blended learning survey, and over 10 pages of
resources and references to broaden your understanding of
blended learning.
This report is also available through
a subscription to the Brandon
Hall Research Library
|
