Read this presentation to know: -What is 'Blended Learning' all about? Is it really effective? -How can you incorporate this into your organization's training and development agenda? -What are the various methods to maximize the training and development result? -How can you select the best instructional method? -How can you best map the mix of blended elements to your employees' needs and requirements? -What significant impact does it have on the overall effectiveness of your learning program? Visit www.24x7learning.com/resources.html To download the presentation Or Write to vinita.tyagi@24x7learning.com if you want a copy of this presentation Connect to Us: Facebook: facebook.com/24x7LearningIndia Twitter: twitter.com/24x7learning LinkedIn: lnkd.in/6qD2pY

1. A Classroom
has
3000 years of
history
1

2. Blended Learning Strategy

3. What is the need of blended learning?
• Large, diverse employee populations.
• Focuses on learning rather than on method of delivery.
• Numerous options
• Tailor made to your audience
• Flexible
• Cost-effective

4. What if…
• Your organization if you could launch new products in days versus weeks?
• You could give your sales and service staffs 2-4% more time each year to
work with their clients?
• You could provide management training that is more personalized and
effective than what you are buying today, yet far less expensive?
• Your top performers could immediately leverage their expertise across the
organization without impacting their personal productivity?
These are some of the benefits that early adopters of eLearning are achieving
with “blended learning” strategies
4

5. Webinar Objectives
By the end of this Webinar you will be able to:
 Know about goal of blended learning
 Discover various methods to maximize training and
development result
 Select the best instructional method
 Map the mix of blended elements to employees needs
and requirements
 Know significant impact does it have on the overall
effectiveness of a learning program
 Learn how to implement it

6. What is Blended Learning?
According to Dr. Margaret Discroll, blended learning is
defined as a combination or mixing of at least four
different methodologies, including:
• Mixing of technology-based learning (e-learning, collaboration, virtual
classroom, etc.)
• Combination of pedagogical approaches (behaviorism, cognitivism and
constructivism)
• Mixing of forms of instructional technology (face-to-face, virtual
classroom, eLearning)
• Integrating instructional technology with actual job activities

7. Goal of Blended Learning
Break Free from the “course”
Provide continuous learning

8. Some “real world” examples
• An Indian IT Major cut down on its new
project deployment program by 5 days
– Series of self-paced online eLearning courses
– Assessments
– Online discussion forums
– Classroom sessions to solve problems, share practical
scenarios and work-around
• An Indian Automotive giant cut down its
induction program by 21 days
– Before the employee started work
– Classroom assessments, Certification
8

9. Some more “real world” methods
• Classroom kick-off event
• Customer case studies, discussed online
• Online web-based test for certification
• Online feedback survey from participants
9

10. Questions to ask during Program design
• What’s the objective? What should a participant be able to do after this
program?
• Base knowledge?
• Preferred learning styles of the Audience?
• Motivation?
• Access/ Infrastructure?
• Complexity of the content? Intense behavior modification, complex skill
• How rapid should the knowledge transfer be?
• Budgets
10

11. Ingredients for the ‘blend’
Methods for blended learning
Synchronous instructional methods Asynchronous instructional methods

12. Synchronous instructional Asynchronous
methods online, offline instructional methods
• Live classroom •Web/Computer-based
(traditional) training
• Virtual classroom •Threaded Discussion
• Live Demo or Practice
•Electronic Performance
(labs)
Support System (EPSS)
• Broadcast (TV or
•Job Aids
Streaming Video)
• Interactive Chat Session •Product Simulation
Practice (Virtual lab)

13. Live Classroom Method
Consider Using This Consider Using Another
Method When Method When
Teams of people will be using the information Business goals are not affected by whether
and skills to work together to achieve business people learn in the same place.
goals.
Learners have job roles that permit extended Learning can be delivered in small chunks,
absences from daily activities . integrated into the regular activities of the
target-learning group.
Skills involve extensive practice in face-to-face Business objectives make it difficult for
interaction with others or practice with learners to take extended absence from daily
complex physical skills. activities.
Comprehension requires group interaction Mastering subject matter is not affected by
around subjective topics. physical proximity.

14. Virtual Classroom Method
Consider Using This Consider Using Another
Method When Method When
Business will benefit from rapid distribution of Content is highly contentious or complex.
information or skills to widely dispersed
groups.
Content can be effectively delivered in less Retention requires extensive practice.
than one to
two hours.
Business will benefit from ability to capture Business will benefit from professional quality
learner and presenter interactions and broadcast
content for reference and replay.
recording.

15. Live Demo or Practice (labs) Method
Consider Using This Consider Using Another
Method When Method When
Business needs are not met by investing in It could destroy working products.
detailed simulation of complex hardware or
software.
Team-based practice is critical to Business goals can be met easily and cost-
understanding of complex hardware. effectively via simulation.
Excess capacity of live product and instructors Limited live product and experienced
for in-person training. instructional staff available.

16. Broadcast (TV or Streaming Video)
Method
Consider Using This Consider Using Another
Method When Method When
Business will benefit from rapid distribution of No business significance to broadcast quality
information to widely dispersed groups. production values.
Business will benefit from professional quality No business value to providing video to
broadcast recording. supplement content message.
Content needs to be created quickly, but will Frequent content upgrades required.
not be updated frequently.

17. Interactive Chat Session Method
Consider Using This Consider Using Another
Method When Method When
Learners have divergent needs that cannot be Content is highly subjective or potentially
met by one-size-fits-all instruction. divisive.
Expert resources are available for one-to-one Experts cannot maintain regular schedules.
information sharing and support. Technology limits access.

18. Online Instructional Materials Method
Consider Using This Consider Using Another
Method When Method When
Practice is key to mastering content. Content changes infrequently – once learners
have mastered
it, little need to refresh or update skills.
Learners are geographically dispersed. Small learner population, geographically
centralized,
with limited turnover.
Learner job roles demand rapid acquisition of Learner technology makes it difficult to access
new skills. online
content reliably.
Learner job roles require maximum learning Insufficient resources to maintain Web sites.
schedule
flexibility.

19. Offline Instructional Materials Method
Consider Using This Consider Using Another
Method When Method When
Small number of learners makes distributing Rapidly changing content.
content easy.
Relatively long shelf life for content. Large, changing user base.
Basic concepts, policies, procedures, corporate High need for portability.
information never changes and does not need
to be communicated widely.
. Need to distribute content widely and update
frequently.

20. Threaded Discussion Method
Consider Using This Consider Using Another
Method When Method When
Learners have divergent needs from the Content is highly subjective or potentially
content that cannot be met by one-size-fits-all divisive.
instruction.
Expert resources are available for group Experts cannot maintain regular schedules.
information sharing and support.
Learners need to enter discussion at different Technology limits access.
times and be able to catch up on
conversations that have occurred.

21. Job Aids
Consider Using This Consider Using Another
Method When Method When
Content key points can be condensed into Content is highly detailed or complex.
brief “how to” aids.
Job process changes are frequent, but small Requires extensive interaction.
and easy to understand .
Learners have already mastered the basics of Learners have limited need for reference
the job role processes covered by the content. materials after initial training.
Regulations require checklists or procedures
to be completed exactly in sequence and
according to a specific process without
shortcuts or errors.

22. Product Simulation Practice
(Virtual lab)
Consider Using This Consider Using Another
Method When Method When
Safe environment required: live practice could More cost effective to work directly on live
destroy live systems. system.
Possible to work on live system remotely.
Learners can’t easily access live systems. Mastering complex skills requires team-based
activities on working system.
Need for trained users are greater than Regulations require certified hands-on
systems available for training. practice with live systems.

23. Mix of blended elements as per
employees age
Source: Trends in Blended Learning, Via Learning

24. The first published study to demonstrate the efficacy
and ROI of blended learning relative to other delivery
methodologies.
• American Express partnered with PDI Ninth House to deliver leadership training to
thousands of mid-level managers.
• They compared two variables: 3 delivery methodologies
- E-learning
- Blended (here online e-learning and 1:1 manager reinforcement was
combined),
- Classroom or Instructor led
• The criteria required to create a climate for high leadership improvement.
• Learner’s were examined on four levels:
Level 1-Satisfaction
Level 2-Learning Retention
Level 3-Performance Improvement
Level 4- Organizational Impact and ROI

25. Findings – Leve 1 & Level 2
• Kirkpatrick Satisfaction (Level 1) and Learning Retention (Level 2) revealed
that all three methods received similar positive outcomes regardless of
how the leadership training was delivered.

26. Findings Level 3
• Level 3 i.e. Performance Improvement was greatest with a PDI Ninth House
blended solution, combining online courseware with virtual meetings and 1:1
manager reinforcement.

27. Findings Level 4
• Level 4 i.e. Organizational Impact and ROI analysis indicated that the online
learning and classroom delivery achieved similar results (both quite positive),
while the blended learning delivery achieved 200% higher impact.

28. Benefits of Blending
• Improved Learning
Effectiveness
• Extending the Reach
• Optimizing Development Cost
and Time
• Optimizing Business Results
• Design for mutigenerational
learning
• Integrated design for higher
retention

29. How to implement it?
• Build experience with the individual foundations of any blended learning
strategy – self-paced learning content and live eLearning
• Understand their strengths and weaknesses in your business context.
• Begin experimenting with the “dimensions of the blend”

30. Key Success Factors
• Clear, High Value, Business Justification Case – to achieve executive
sponsorship
• Executive Sponsorship – to provide the resources and management support
required
• Committed Project Team – to execute project regardless of obstacles
• Change Management Strategy – to anticipate and overcome resistance to
change
• Responsive Vendors – to provide resources and expertise for your success
• A Deadline – to maintain focus and commitment

31. 24x7 Learning Pvt. Ltd
Ulsoor Lakefront, Bangalore,India
Phone: +91-80-4069 9100
contactus@24x7learning.com
www.24x7learning.com
www.learntrak.net
lnkd.in/6qD2pY
twitter.com/24x7learning
facebook.com/24x7LearningIndia