This document summarizes a presentation on perspectives of blended learning in Europe. It discusses difficulties in defining "Europe" and "blended learning" for research purposes. It also shares the results of an expert survey that uncovered diverse uses and opinions of the term "blended learning" among European researchers. Additionally, the presentation analyzes differences between educational researchers in Europe and North America in their approaches to studying blended learning.

1. Blended Learning – a one and only
global discourse?
Anders Norberg
Education Strategist
and PhD student
Campus Skellefteå
Isa Jahnke
Professor
Umeå University
ICED2014
Stockholm

2. Question from Charles Graham: What about
Europe and ”Blended Learning”?
BL - most cited papers & books (Halverson, L. R., Graham, C. R., Spring, K. J., & Drysdale, J. S.
(2012, in press). An analysis of high impact scholarship and publication trends in blended learning. Distance
Education, 33(3). Doi:10.1080/01587919.2012.723166
BL – Dissertations & theses (Drysdale, J. S., Graham, C. R., Halverson, L. R., & Spring, K. J. (2013,
in press). Analysis of research trends in dissertations and theses studying blended learning. Internet and Higher
Education. )
• …isn´t there more European BL research?
• …is there BL at all at European universities? What is it called?
….and we found the questions interesting.
Anders Norberg & Isa Jahnke
Umeå University
18 June 2014, ICED2014

3. Chapter 17
”Blended? Are you working in the kitchen? –
European Perspectives on Blended Learning”
Anders Norberg & Isa Jahnke

4. Anders Norberg & Isa Jahnke (2014): “Are you Working in the
Kitchen?”: European Perspectives on Blended Learning. In
Anthony G. Picciano, Charles D. Dziuban, & Charles R. Graham
(Eds.), Blended Learning – Research Perspectives. Vol. 2.
Routledge/Taylor & Francis, pp. 251-267.
A version of the paper (not the final version) on
- Researchgate.net
- Academia.edu
Anders Norberg & Isa Jahnke
Umeå University
18 June 2014, ICED2014

5. …a small mixed methods study
• Email / expert survey (online)
• Literature review
• Universities’ websites analysis / frequency counts
…for constructing a first understanding on
1. Use of term ”Blended Learning” in Europe?
2. European contributions to BL research?
3. Hypotheses about transatlantic differences
regarding ”Blended Learning” in research
Anders Norberg & Isa Jahnke
Umeå University
18 June 2014, ICED2014

6. ”Europe”? ”Blended Learning”?
• Good question!
• ”Good luck with opening this can of vorms!”
Anders Norberg & Isa Jahnke
Umeå University
18 June 2014, ICED2014

7. ”Blended learning” translations
Anders Norberg & Isa Jahnke
Umeå University
18 June 2014, ICED2014

8. Difficulty 1: ”Europe”?
• EU member states, 28?
• Bologna declaration 49 signatory countries?
…we have mostly looked on the UK, Germany,
Austria, Scandinavia, Balticum, France, Spain.
Anders Norberg & Isa Jahnke
Umeå University
18 June 2014, ICED2014

9. Difficulty 2 BL =
Maybe a descriptive/normative model?
Research Practice
Not called BL
Called BL
CSCL
”Blended”
”Hybrid”
ICT
integration
Flipped
classroom
Using LMS
in F2F
class Using x in
F2F class
Using new
combinations of
tools, places, time
modalities
CSL
Blending online
and F2F
Blend of
media
Blend of
tools
Any change
= ”blend”?
…40 models
identified
(Dziuban)
CSLW
TPACK
X
”Mixed”
Anders Norberg & Isa Jahnke
Umeå University
18 June 2014, ICED2014

10. Blended Learning
Practice when called BL
• ”Blended learning” is a common expression at
most European university web sites, used for…
– Categorizing courses in information to students
– Discussing future development and strategies
Anders Norberg & Isa Jahnke
Umeå University
18 June 2014, ICED2014

11. Web search, European university web sites:
”Blended Learning”:
a) 10 highest ranked
European universities
(Times 2012):
• Average 208 mentions
• (0-1250, median 57).
• Three university websites
omitted BL
b) Randomly chosen
universities, one from each of
47 countries (using Wikipedia
univ./country listings):
• Average 186 mentions
• (0-2490, median 11).
• Six university websites
omitted BL
Comparison: Suny.edu 807; ucf.edu 207; byu.edu 119 Anders Norberg & Isa Jahnke
Umeå University
18 June 2014, ICED2014

12. Survey: Three questions to experts
1) What is “blended” in blended learning for
you? How do you use the term?
…about the term ”Blended Learning”, the BL
discourse
Anders Norberg & Isa Jahnke
Umeå University
18 June 2014, ICED2014

13. 1. Quotes (about the term ”BL”):
• "In the strictest sense, blended learning is where an
instructor combines two methods in the delivery of
instruction.“
• "Simply put, at the nine universities I have worked
for, blended learning has meant that you have some
face-to-face teaching and you have resources
available online. Nothing more complex than that.
Consequently, almost every programme in the UK is
like that these days.”
• “...it….goes without saying that all learning is
blended, but that does not get us anywhere.”
Anders Norberg & Isa Jahnke
Umeå University
18 June 2014, ICED2014

14. Quotes (about the term ”BL”)
• “I never use the term – nor do I use the term e-learning any
longer”
• “I find ‘Blended learning’ to be a completely useless term.”
• “I always emphasize that blended learning is NOT a didactical
concept…”
• “… many European researchers did not understand blended
learning like I do. They mix many kinds of things in blended
learning.”
Anders Norberg & Isa Jahnke
Umeå University
18 June 2014, ICED2014

15. Critique; Oliver & Trigwell (2005)
• The term ”Blended” (in BL) should be abandoned or
reconceived. It promotes dichotomies in learning.
• The term ”Learning” (in BL) should be abandoned. The learner
is not the subject of BL. It is about teaching. Give back the
term ”learning” to its rightful owners!
• There is no unblended learning. There is no ”blending” theory
to build on – but there is a possibility to draw on variation
theory instead.
• MARTIN OLIVER, KEITH TRIGWELL (2005) Can 'Blended Learning' Be Redeemed?, E-Learning and Digital
Media, 2(1), 17-26. http://dx.doi.org/10.2304/elea.2005.2.1.17
…but are they hostile to blended learning practices
/ developments?
No?! Anders Norberg & Isa Jahnke
Umeå University
18 June 2014, ICED2014

16. Sharpe et al.; The term ”Blended Learning” is a
success factor!
2006
“Use the term blended learning.
Although difficult to define, the term
‘blended learning’ is finding
acceptance among higher education
staff. We suggest that the advantages
of the term include its poor definition
- which allows staff to negotiate their
own meaning - the implication of the
protection of face to face teaching,
and the implication of designing for
active learning.”
p. 4
http://www.heacademy.ac.uk/assets/documents/researc
h/literature_reviews/blended_elearning_exec_summary
_1.pdf
Anders Norberg & Isa Jahnke
Umeå University
18 June 2014, ICED2014

17. Sharpe et al.; 3 UK meanings for ”Blended
learning”
1. The provision of supplementary resources
2. Transformative course designs
3. A student-centered holistic view of technology and
learning, including the use of the learners’ own
technologies
From a student interview:
“To me its just learning, the fact that it’s online as opposed to in a
classroom is irrelevant. It’s just another way of accessing it. It’s all just
learning …. for me I just think of it as learning and I don’t use the term
[e-learning].” (Creanor et al., 2006a, p.5)
Creanor, L., Gowan, D., Howalls, C. & Trinder, K. (2006a) The learner's voice: A focus on the learner experience [online]. Networked Learning Conference.
Lancaster, UK. Available from http://networkedlearningconference.org.uk/abstracts/pdfs/P24%20Creanor.pdf [25 August 2006].
Anders Norberg & Isa Jahnke
Umeå University
18 June 2014, ICED2014

18. Special European BL terms?
• ”Blended e-Learning”
• ”Overblended Learning”
• ”B-Learning”
• ”Blended learning scenarios”
• ”Blended learning situations”
• ”Blended learning arrangements”…etc
Anders Norberg & Isa Jahnke
Umeå University
18 June 2014, ICED2014

19. Survey: Three questions to experts
2) Could you possibly recommend a favourite
paper on blended learning, or an author,
conference or other favourite resource?
…about the European contribution to BL research
…whether it is called BL or not
Anders Norberg & Isa Jahnke
Umeå University
18 June 2014, ICED2014

20. European contributions to BL research & theory
• Mandl & Kopp 2006 Mandl, Heinz and Kopp, Birgitta (2006): Blended Learning: Forschungsfragen und Perspektiven. (Research report No. 182). LMU Munich: Chair of
Education and Educational Psychology, Internet, ISSN 1614-6336
• Kudrik, Lahn & Morch 2009 Kudrik, Y., Lahn, L., & Morch, A. (2009) A Case Study of Blended Learning in a Nordic Insurance Company: Three Issues for E-
learning. Conference paper at The International Conference on E-Learning in the Workplace 2009, June 10th-12th, New York, NY, USA
• Littlejohn & Pegler 2007 Littlejohn, A., Pegler, C. (2007). Preparing for blended e-learning. Routledge, London.
• Derntl & Motschnig-Pitrik 2005 Derntl, M., & Motschnig-Pitrik, R. (2005). The role of structure, patterns, and people in blended learning. The
Internet and Higher Education, 8, 111–130. Doi:10.1016/j.ihe-duc.2005.03.002
• Kerres & de Witt 2010 Kerres, M. & De Witt, C. (2003). A didactical framework for the design of blended learning
arrangements. Journal of Educational Media, 28, 101–114.
…all use the ”BL” term
…all search for a deeper theoretical understanding
…all try to formulate applicable models
Anders Norberg & Isa Jahnke
Umeå University
18 June 2014, ICED2014

21. Heinze & Procter
...point out 4 contributors to BL theory that don´t
use/used the ”BL term themselves:
• Vygotsky & ”Zone of Proximal Development”
• Vygotsky, L. (1962). Thought and language. Cambridge: MIT Press.
• Lave & Wenger & ”Community of Practice” Lave, J., & Wenger,
E. (1998). Communities of Practice: Learning, Meaning, and Identity: Cambridge University Press.Lonchamp, J. (2010): CS in CSCL, Conference paper at ICL 2010m Hasselt
Belgium, Sept 15-17
• Laudraillard & ”Conversational Framework” Laudrillard, D.
(2002). Rethinking university teaching: A framework for the effective use of educational technology(2nd ed.). London: Routledge/Falmer.
• Salmon & ”E-moderating model” Salmon, G., (2000) E-Moderating: The key to Teaching and
Learning online. Kogan Page Limited: London
Heinze, A., & Procter, C. (2006) Online Communication and Information Technology Education, Journal of Information Technology Education, Vol. 5, 2006
..all concentrate on quality in the learning process
Anders Norberg & Isa Jahnke
Umeå University
18 June 2014, ICED2014

22. Survey: Three questions to experts
3) Do you have any feeling or hypothesis about
the differences between North American and
European research on blended learning?
…explicit question about differences US/Canada
– Europe?
Anders Norberg & Isa Jahnke
Umeå University
18 June 2014, ICED2014

23. 3. Hypotheses concerning differences ”Blended
Learning” N America - Europe
• “Since in Europe as well as in N. America people
share the same technology to support the learning
process, I suppose that there are no significant
differences in this research.”
• “No. I consider the diversity in blended learning is
already very important among universities in the
same country, and the main factor is the fact that
blended learning is developed as a top-down
learning methodology or as a complementary
model that has developed after the f2f model in
the organisation.” Anders Norberg & Isa Jahnke
Umeå University
18 June 2014, ICED2014

24. Hypotheses concerning differences ”Blended
Learning” N America - Europe
• “The hypotheses on both sides of the Atlantic
seem ill defined, and largely unhelpful in
bringing about any meaningful change in
education or learning. This could be because
the area has become largely development-
focused, lacking analytical rigour.”
• “I always emphasize that Blended Learning is
NOT a didactical concept”
Anders Norberg & Isa Jahnke
Umeå University
18 June 2014, ICED2014

25. Hypotheses concerning differences ”Blended
Learning” N America - Europe
• “I have not looked specifically at differences between
European and North American research on blended
learning. However, everything comes to the same
point: How do academics understand the term
"Pedagogy"”
• “A major obstacle in the German research is firstly the
gap between pedagogues in schools and researchers
from the field of E-learning/Blended learning and the
lack of reference between Higher education didactics
and the area of E-learning/Blended learning. This seems
to be different in the USA.”
Anders Norberg & Isa Jahnke
Umeå University
18 June 2014, ICED2014

26. Clue; Who is doing the research?
A. ”Educational researchers” (Education as a science)
B. ”Researchers on education” (Education as a study object
for discipline specialists)
C. ”Researchers on educational practice and
change” (Teachers making research on change in own courses)
D. ”Research by educational developers and
technologists”(various backgrounds; studying ICT integration in
educational practices)
Anders Norberg & Isa Jahnke
Umeå University
18 June 2014, ICED2014

27. A. ”Educational researchers”
• Education as a science in its own right
• Research in support of teacher education
• Fighting with low scientific status
• Europe, except the UK
• Little interest in technology in education at all
• …and even less in ”blended learning”
• …often background in German ”Didaktik”
Anders Norberg & Isa Jahnke
Umeå University
18 June 2014, ICED2014

28. B. ”Researchers on education”
• Sociologists, historians, psychologists, philosophers,
computer scientists, etc
• Education is a study object for the methods used in
the expert science
• …are safe in their own science
• …don´t hesitate about ”blended learning”, that is
what this new thing to study is called
• Depends sometimes more on US research and
discourse than on European concerning BL
Anders Norberg & Isa Jahnke
Umeå University
18 June 2014, ICED2014

29. C. ”Researchers on educational practice and
change”
• ”Science of teaching and learning”
• Teachers make research on own practices and
implementations
• Typical research: Case study
• Uses ”Blended Learning” discourse frequently,
relies often on N American literature /
research
Anders Norberg & Isa Jahnke
Umeå University
18 June 2014, ICED2014

30. D. ”Research by educational developers and
technologists”
• In the US: Instructional technology /
Instructional design, as science in its own
right. (=B. Researchers on education?)
• In Europe: Missing!? Some of this is done by
computer science / Informatics researchers
Anders Norberg & Isa Jahnke
Umeå University
18 June 2014, ICED2014

31. Other clues to differences
• ”Education” on a scale between..
• Different theoretical backgrounds/traditions?
(Didaktik / Instructional technology/design?)
Education as a
product on a
market
Education as
a society
”good”
Anders Norberg & Isa Jahnke
Umeå University
18 June 2014, ICED2014

32. In short
• European practitioners use BL terminology and rest on US research
• European researchers on education are differently interested in BL
(discourse/phenomenon), often following which kind of researchers
they are
• Researchers and teachers may have different relations in N America
and in Europe
• Some critique to ”BL” discourse and some additions to BL research
comes from Europe
• Critique concerns the ”too pragmatic” and ”not theory-connected”
sides of BL.
• Theoretical backgrounds can be important for understanding
differences – and assets in further development of both research
and practice?
Anders Norberg & Isa Jahnke
Umeå University
18 June 2014, ICED2014

33. We need for this a simple and broader work
definition of BL:
• Ongoing integration of new technology-
enhanced teaching/learning with traditional
and mainstream education practices ?
Anders Norberg & Isa Jahnke
Umeå University
18 June 2014, ICED2014