Editing Blended learning (section)

==Advantages==
Blended instruction is reportedly more effective than purely face-to-face or purely online classes.<ref>{{cite web | url=https://blog.moodlearning.com/top-5-benefits-of-a-blended-learning-platform/ | title=Top 5 Benefits of a Blended Learning Platform | date=February 5, 2015 | access-date=July 4, 2015}}</ref> Blended learning methods can also result in high levels of student achievement more effective than face-to-face learning.<ref>{{Cite journal|title = The effect of blended learning environments on student motivation and student engagement: A study on social studies course.|last = Saritepeci|first = Mustafa|date = 2015|journal = Education and Science|display-authors=etal}}</ref>

By using a combination of digital instruction and one-on-one face time, students can work on their own with new concepts which frees teachers up to circulate and support individual students who may need individualized attention. "Rather than playing to the lowest common denominator – as they would in a physical classroom – teachers can now streamline their instruction to help all students reach their full potential."<ref>{{Cite web| url=https://aristeksystems.com/blog/hybrid-learning-model/#advantages| title=The Ultimate Guide To Hybrid Learning Model | accessdate=March 29, 2022}}</ref>

Proponents of blended learning argue that incorporating the "asynchronous Internet communication technology" into higher education courses serves to "facilitate a simultaneous independent and collaborative learning experience".<ref name="garrison">{{cite journal | last1 = Garrison | first1 = D. R. | last2 = Kanuka | first2 = H. | year = 2004 | title = Blended learning: Uncovering its transformative potential in higher education | journal = The Internet and Higher Education | volume = 7 | issue = 2| pages = 95–105 | doi=10.1016/j.iheduc.2004.02.001| s2cid = 13325999 }}</ref>

This incorporation is a major contributor to student satisfaction and success in such courses. The use of [[information and communication technologies]] have been found to improve student attitudes towards learning.<ref name="s. alexander">{{cite encyclopedia|author=Alexander, S.|chapter=Flexible Learning in Higher Education|editor=Penelope Peterson|editor2=Eva Baker|editor3=Barry McGaws|encyclopedia=International Encyclopedia of Education|edition=Third |publisher=Elsevier|location=Oxford|year=2010|pages=441–447|isbn=9780080448947|doi=10.1016/B978-0-08-044894-7.00868-X}}</ref>

By incorporating [[information technology]] into class projects, communication between lecturers and part-time students has improved, and students were able to better evaluate their understanding of course material via the use of "computer-based qualitative and quantitative assessment modules".<ref name="alexander-and-mckenzie">{{cite book|author=Alexander, S.|author2=McKenzie, J.|name-list-style=amp|year=1998 |title=An Evaluation of Information Technology Projects for University Learning|location=Canberra, Australia|publisher=Committee for University Teaching and Staff Development and the Department of Employment, Education, Training and Youth Affairs}}</ref>

Blended learning also has the potential to reduce educational expenses, although some dispute that blended learning is inherently less expensive than physical classroom learning.<ref>{{Cite web|url = http://www.conferenceboard.ca/e-library/abstract.aspx?did=7778|title = The E-Learning Edge: Improving Access With OntarioLearn|website = www.conferenceboard.ca|access-date = March 9, 2016|archive-date = March 10, 2016|archive-url = https://web.archive.org/web/20160310011847/http://www.conferenceboard.ca/e-library/abstract.aspx?did=7778|url-status = dead}}</ref>

Blended learning can lower costs by putting classrooms in the online space and it essentially replaces pricey textbooks with electronic devices that students often bring themselves to class.  E-textbooks, which can be accessed digitally, may also help to drive down textbook budgets. Proponents of blended learning cite the opportunity for data collection and customization of instruction and assessment as two major benefits of this approach.<ref>{{cite journal | last1 = Harel Caperton | first1 = Idit | year = 2012 | title = Learning to Make Games for Impact | journal = The Journal of Media Literacy | volume = 59 | issue = 1| pages = 28–38 }}</ref>

Blended learning often includes software that automatically collects student data and measures academic progress, providing teachers, students and parents detailed students data. Often, tests are automatically scored, providing instantaneous feedback.  Student logins and work times are also measured to ensure accountability. Schools with blended learning programs may also choose to reallocate resources to boost student achievement outcomes.<ref name="Jacob">{{cite journal | last1 = Jacob | first1 = Anna M | year = 2011 | title = Benefits and Barriers to the Hybridization of Schools | url = http://www.jeppa.org/wp-content/uploads/2011/11/November20115.pdf | archive-url = https://web.archive.org/web/20130927230512/http://www.jeppa.org/wp-content/uploads/2011/11/November20115.pdf | url-status = dead | archive-date = September 27, 2013 | journal = Journal of Education Policy, Planning and Administration | volume = 1 | issue = 1 | pages = 61–82 }}</ref>

Students with special talents or interests outside of the available curricula use [[educational technology]] to advance their skills or exceed grade restrictions.<ref>{{cite web|title=For Frustrated Gifted Kids, A World of Online Opportunities|work= KQED|access-date=May 24, 2014|url=http://ww2.kqed.org/mindshift/2014/05/21/for-frustrated-gifted-kids-a-world-of-online-opportunities/|author=Ingfei Chen|date=May 21, 2014}}</ref> Blended learning allows for personalized education, replacing the model where a teacher stands in front of the classroom and everyone is expected to stay at the same pace.  "Blended learning allows students to work at their own pace, making sure they fully understand new concepts before moving on."

A classroom environment that incorporates blended learning naturally requires learners to demonstrate more autonomy, self-regulation, and independence in order to succeed.<ref name=":3" /> If teachers offer a form of initial program orientation before introducing blended learning strategies, it can better prepare students to feel confident navigating the different components and developing a stronger sense of independence.<ref name=":1" />

Blended learning plays an important role to prime students’ learning and to then maximize in-person opportunities and resources.<ref name="Lee">{{cite journal |last1=Lee |first1=Timothy |title=Blended (online and in-person) Women's Health Interprofessional Learning by Simulation (WHIPLS) for medical and midwifery students |journal=Australian and New Zealand Journal of Obstetrics and Gynaecology |year=2022 |volume=62 |issue=4 |pages=596–604 |doi=10.1111/ajo.13531|pmid=35435241 |pmc=9544949 |s2cid=248229101 }}</ref>

Some online institutions connect students with instructors via [[web conferencing|web conference]] technology to form a digital classroom. These institutions borrow many of the technologies that have popularized online courses at the university level. Some advantages of blended learning, particularly at a Kindergarten to grade 12 level of education, can be found under the general concept of [[educational technology]]. It is also one of the most effective ways for [[personalized learning]] at scale.

Blended learning supports the use of standards as a way to manage quality and ease of use.  This includes multiple kinds of standards: interoperability standards like [[Schools Interoperability Framework|the SIF specification]] from [[Access For Learning Community|A4L]] or the [[Learning Tools Interoperability]] specification from IMS Global Consortium or [[academic standards]] like state standards and Common Core State Standards, which encourage integration of technology into a variety of subjects.

A learning management system, or federation of systems,  helps develop a better feel for an online community where discussions can be held to better aid students.<ref name="autogenerated1">{{cite journal|year=2006|title=Online Communication and Information Technology Education|url=http://jite.org/documents/Vol5/v5p235-249Heinze156.pdf|journal=Journal of Information Technology Education|volume=5|author1=Aleksej Heinze|author2=Chris Procter|name-list-style=amp}}</ref>

This [[virtual learning environment]] helps connect professors with students without physically being present, thus making this a 'virtual cafe'. Many schools use this online tool for online classes, classwork, question & answer forums, and other school related work.<ref>{{cite journal|year=2007|url=http://uupinfo.org/research/working/bradford.pdf|journal=The Journal of Educational Technology Systems|volume=35|issue=3|pages=301–314|author1=Peter Bradford|title=The Blackboard Learning System: The be All and End All in Educational Instruction?|author2=Margaret Porciello|author3=Nancy Balkon|author4=Debra Backus|doi=10.2190/X137-X73L-5261-5656|s2cid=62186614|access-date=October 23, 2013|archive-url=https://web.archive.org/web/20180219212711/http://uupinfo.org/research/working/bradford.pdf|archive-date=February 19, 2018|url-status=dead}}</ref> Blended learning yielded positive results from the online community. Such results were compared and showed similar results from that of [[Alcoholics Anonymous]] and [[WW International|Weight Watchers]].<ref name="autogenerated1" />

The advantages of blended learning are dependent on the quality of the programs being implemented. Some indicators of excellent blended learning programs are "facilitating student learning, communicating ideas effectively, demonstrating an interest in learning, organizing effectively, showing respect for students, and assessing progress fairly".<ref>{{Cite book|title=Preparing the academy of today for the learner of tomorrow|author=Hartman, J.|author2=Moskal, P.|author3=Dziuban, C|name-list-style=amp|year=2005}}</ref>