Like many other jobs, people often talk about robots or some form of artificial intelligence taking over from teachers in the future. Yet, as every parent knows, it is personal interaction with fellow humans that enables deep social learning. It is hardwired into our DNA to learn from those around us, whether from an elder or a peer. Nonetheless, technology has been used to make our lives better. So why not make use of the powerful technologies that are increasingly available to us, including artificial intelligence, even if they lead to a dramatic shift in the way we teach? Not to replace teachers but rather a powerful combination of both human and machine. Blended learning combines traditional classroom teaching methods with online learning platforms, which are becoming increasingly sophisticated and intelligent. Learning still takes place in a bricks-and-mortar setting with a teacher and other students present, but it is combined with online delivery, which allows the student to control the time, pace, and even the path of learning. Blended learning can take many forms, depending on the age of student and the learning environment. Let’s look at how it works in a classroom setting, why it’s becoming more popular, and why the human element remains as important as the digital.

To be clear, we are not just talking about using online media or teaching videos in the classroom. We’re talking about comprehensive, adaptive, online systems that provide not only interactive material but high-quality, dynamic content that-through adaptive technology-provide a personalized learning experience. Analytics can track progress by analyzing collected data and can differentiate not only by a student’s overall ability but by their ability in specific areas. These systems can then scaffold learning, provide support and extra activities, and- perhaps most importantly-give students some measure of control and the ability to learn at their own pace. These online systems also enhance motivation by using social media techniques like personalization, micro-rewards and badges, and the ability to share work and play games.

Teachers get real-time information that could otherwise take a week of grading to identify. They can access a single student’s or all students’ written responses,

identify student progress through the activities and the time taken to do them, and quickly identify which questions (and subtopics) were commonly mistaken. Teachers can also unlock further content for students making good progress, which allows students to access advanced topics without going too far ahead and doesn’t put further pressure on those falling behind. Perhaps most importantly, teachers can identify who needs immediate intervention quickly, easily, and early on, allowing more lesson time for targeted, face-to-face support.

Blended learning combines traditional classroom teaching methods with online learning platforms, which are becoming increasingly sophisticated and intelligent

The power of the blended learning approach is that digital instruction is only part of the learning experience. The best systems provide excellent classroom activities and lesson plans that work in symbiosis with the digital content. Teachers can streamline their teaching with digital content while using carefully designed, “unplugged” lessons, allowing students to explore the topics further and collaborate away from digital platforms. This enables students to vocalize questions and understand the learning process. They can use physical manipulative and kinaesthetic movements to reinforce the concepts they are learning through digital instruction. Most importantly, ‘unplugged’ lessons provide the human and social interaction that is so important to the learning process.

“By 2019, 50 spercent of all high school courses will be delivered online.”
-Clayton Christensen, Disrupting Class

There is a range of blended learning models. The ones most widely used in K–12 settings are the face-to-face driver and the rotation models. The face-to-face model is mostly class instruction with digital learning used as a supplement. The rotational model, as the name suggests, rotates between self-paced online learning and learning with the teacher and other students, all within the classroom. Currently, mostly English and Math are taught through these models, but figures show that in 2009, over 3 million students took some kind of online course in a U.S. high school. In his book Disrupting Class, Clayton Christensen projects that in 2019, 50 percent of all high school courses will be delivered online. This is an astonishing claim and one that should give every educator pause.

Critique of blended learning often happens when people focus only on digital content. Traditional teachers may scoff at the idea of a course being online or at the thought of giving up complete control of their teaching. In some ways, of course, they are right; digital learning cannot replace human teaching. But don’t throw the baby out with the bath water. Why not combine what teachers do best with the support of digital learning technology that students can access at any time? There is also danger in suggesting that blended learning can be used as a way to offset diminishing school budgets and teacher shortages. This should not be the driver of blended learning or the means to diminish it. While being immensely helpful, the successful delivery of blended learning requires training and investment in technology.

Learning technology will become more advanced and the power of artificial intelligence will be brought to bear. However, engagement between the student and the teacher will remain the most important form of instruction. We need to look beyond the idea of technology integration to the use of blended learning as an instructional mode. Teachers and school leaders should start preparing and planning for its successful implementation in schools and classrooms.