Definitions of blended (or hybrid) learning vary. At the University of Manitoba, the Blended and Online Learning Task Force (2013) offers the following definition:
“A blended course integrates online with face-to-face instruction in a planned, pedagogically valuable manner by substituting online activity for face-to-face time, or vice versa. It offers less classroom time than a face-to-face course (for example, students meet one or two times per week in the classroom and time they otherwise would have spent in the classroom is spent online). Conversely, a fully online course may be modified to decrease the online activities in order to add face-to-face activities” (p. 6).
The percentages of face-to-face time verses online time to constitute a blended course also varies between sources. The Sloan Consortium (2007) offers the following breakdown:
Proportion of Content Delivered Online Type of Course Typical Description 0% Traditional Course with no online technology used – content is delivered in writing or orally. 1% - 29% Web Facilitated Course which uses online technology to facilitate what is essentially a face-to-face course. For example, uses the learning management system to post the syllabus and content, dropbox for assignments. 30% - 79% Blended Course that blends online and face-to-face delivery. Substantial proportion of the content is delivered online, typically uses online discussions, and typically has some face-to-face meetings. 80+% Online Course where most or all of the content is delivered online. Typically have no face-to-face meetings.
- Allen, I. E., Seaman, J., & Garrett, R. (2007). Blending in: The extent and promise of blended learning in the United States. The Sloan Consortium. Retrieved from: https://files.eric.ed.gov/fulltext/ED529930.pdf
- University of Manitoba, Blended and Online Learning Task Force. (2013). Blended and online learning at the University of Manitoba.