Figuring Out the Blended Learning Puzzle
By Rick Nigol
 Well, we certainly struck a
chord with this week's webinar on blended learning. We had
our most subscribed event ever, as 90 people were online trying to
find ideas to solve their own blended learning puzzles. In other
words, what combination of training modes works best for which
training challenges, and which types of learners?
If you didn't attend the webinar, don't
worry, we did not reveal the magic formula for blended learning,
because none exists. There are as many possible solutions
as there are puzzles, and we are only limited by our imaginations.
Instead of misleading stock answers, we provided general guidelines
with case examples to get folks thinking creatively about how to
tackle their own training challenges.
Most attending the webinar told us that
they are combining eLearning with face-to-face learning. They are doing this for two reasons. Firstly, many of their learners
are geographically dispersed or cannot afford to be away from their
jobs for long periods of time. Secondly, they wish to optimize
precious and expensive face-to-face time so that it can be used to
greatest effect. Learners can be "prepped" via eLearning before they
arrive for classroom-based (or hands-on) sessions, and/or eLearning
can provide continuing support or job aids after such face-to-face
sessions.
There can also be blended approaches to
eLearning. We explored how real-time synchronous learning
(e.g. webinars) can complement anytime asynchronous eLearning by
increasing learner engagement and enhancing course completion rates.
And we looked at how self-service eLearning can be blended with
supported eLearning provided by online coaches for those requiring
extra assistance.
It's not all good news on the blended
learning front, however. One common mistake is to merely
"tack on" another training mode to an existing one without any
thought to how the two modes integrate and support each other.
Another common mistake is to merely repeat the same training in two
modes and require participants to do both. Neither of these
approaches can be called blended because there is no real blending
taking place.
Finally, our special guest Chris McCain
from Aspirus Wausau Hospital in Wisconsin shared how she stumbled
upon a successful blended approach to electronic medical records
training. She wanted some participants in an in-person
training session to try out a new computer-based training (CBT)
module that had been developed. Chris came to the realization that
having learners complete the CBT module in a classroom setting
provided the best of both worlds. Learners could work through
material at their own pace, and also receive immediate support if
necessary. Classroom time for such training has been cut in half
(which is no small feat for a busy hospital that has to be staffed
around the clock).
Blended learning is much like a
puzzle. You have to make sure all the pieces fit together,
support each other, and tell a coherent story. (Yikes, last week I
used a cooking metaphor, and now a puzzle metaphor...I promise I
will stop!).
We made a recording of the webinar if you would like to have a look.
Rick
Nigol is Co-Founder and Director
of Education for eLearn Campus.
Certificate in eLearning
Management:
In this self-paced online program you will:
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