Interesting white paper offering detailed models for blended learning environments.
Two design principles governed the process of updating and expanding upon the blendedlearning definitions:
1. Develop flexible definitions so that they can still be useful even as the field continues to innovate. The definitions are intentionally broad and open, rather than specific. They set forth basic patterns that are emerging, but avoid setting tight parameters about how a model “has to be.”
2. Exclude normative qualifiers. This principle is a holdover from the last report. Some blended programs are high in quality and some are not. Some use dynamic content, whereas others have more static content. Some are more expensive than the traditional schooling model; others are less costly. The definitions in this taxonomy leave out such appraisals. Just as a hybrid car can be either efficient or a clunker and still be a hybrid car, blended learning can be both good and bad.
