Presented by Kristina Schneider at the TRAINAIR PLUS Global Symposium, 2013, Istanbul, Turkey

1. Full Member
Blended
Learning:
Components,
Considerations
& an eSTP Case
Kristina Schneider
Director, Learning Strategies and Educational Technology Services
The ASI Institute - A Division of Aviation Strategies International

2. © The ASI Institute
Defining
Blended
Learning
Integrated
instructional approach,
which combines
• online and face-to-face
instruction
• synchronous and
asynchronous learning
• collaborative and self-
paced learing
•Instructor-led training and workshops
•Coaching
•On-the-job training
Face-to-face
•Webinars live streaming
•Live simulations
•Serious games
•Coaching
Online
Synchronous
•Discussion forums
•Social media networking
•Case-based group work
Asynchronous
Collaborative
•Self-paced eLearning
•Edublogging
•Progress and mastery tests
Asynchronous
Self-Paced

3. Considerations for Blending
Should not be
developed in
silos but rather
must be
managed from a
focal point.
Requires
ensuring that
the right mix of
learning
strategies is
used
Requires taking
an integrated
systemic
approach
© The ASI Institute 3

4. © The ASI Institute 4
Blended
Learning
Components
Allows for flexibility to
combine methods for
instruction and evaluation
objective-based
self-evaluation
peer assessment
observation
case-based
simulation
on-the-job
professional
review
evaluation
methods
instructor-led
self-study
collaborative
peer-to-peer
coaching
on-the-job
methods of
instruction

5. Source: Chapman, B. (2010). How Long
Does it Take to Create Learning?
[Research Study]. Published by Chapman
Alliance LLC.
http://www.chapmanalliance.com/howlo
ng/
Pre-reading,
6% Pretest, 3%
Classroom
Session(s) -
ILT, 24%
Virtual
Classroom,
12%
Self-paced
eLearning,
23%
Online
Simulations,
7%
Live
Simulations,
5%
Assigned
Homework,
4%
Assigned on-
the-job
training
tasks, 4%
Knowledge-
Based Test,
6%
Posttest, 3%
Post Course
Observation
Worksheets,
2%
Other, 2%
0%
5%
10%
15%
20%
25%
© The ASI Institute 5
Blended
Learning
Components
Radar chart showing
components most
frequently used as part
of a blended learning
course

6. Blended Learning Course
Compositions
Fully online
course with a
blend of
synchronous and
asynchronous
components.
Self-paced
learning
activities online,
supplemented
with face-to-face
workshops
Supplementary
role, helping to
support face to
face instruction.
© The ASI Institute 6
There is no standard blend: each
project will require a different
set of components

7. Motivations for Blending
To train larger groups in a cost efficient manner
To allow learners learn at their pace, on their time
To appeal to generation Y workers
To keep up with trends
To… (insert your reason here)
© The ASI Institute 7

8. © The ASI Institute 8
Future
Directions of
Blended
Learning
Future predictions of
most widely used
pedagogical techniques
for e-learning in
workplace learning
settings
Bonk, C. J. & Graham, C. R. (Eds.). (in
press). Handbook of blended learning:
Global Perspectives, local designs. San
Francisco, CA: Pfeiffer Publishing.
http://www.publicationshare.com/c083_b
onk_future.pdf

9. © The ASI Institute 9
Future
Directions of
Blended
Learning
Emerging technologies
for e-learning that will
have the greatest impact
on the
delivery of e-learning in
workplace learning
settings during the next
few years
Bonk, C. J. & Graham, C. R. (Eds.). (in
press). Handbook of blended learning:
Global Perspectives, local designs. San
Francisco, CA: Pfeiffer Publishing.
http://www.publicationshare.com/c083_b
onk_future.pdf
Extremely useful for
performance support, job aids
and online communities of
practice

10. Source: Chapman, B. (2013). Large Scale,
Blended Learning Development: Benchmark
[Research Study]. Published by Chapman
Alliance LLC.
http://www.chapmanalliance.com/blendedlear
ningstudy/
The median duration of course is 3-days in
length (24 hours)
Range from 45 minutes to 800 hours (100 days)
Average development ratio 49:1
Average cost per finished hour $3,938 USD
Creating “new” content
increases development
ratio to 69:1
Outsourcing content
reduces development
ratio to 31:1, but
increases the cost per
finished hour by $1,158
Shorter courses (>1 day)
increase the
development ratio to
81:1
© The ASI Institute 10
Blended
Learning
Development
Benchmarks
List of key research
findings on Blended
Learning Production

11. Benefits Challenges
© The ASI Institute 11
Blended
Learning
Benefits and
Challenges
In each instance, it is
crucial to weight the
benefits against the
challenges.

12. Blended
Learning
Strategy
Improved
performance:
stronger
participant
learning
outcomes
Reduction of
costs: rapid and
efficient delivery
of learning
Increased
access: via
online systems
integrated to
existing
networks
Increased
convenience and
flexibility: e-
learning 24/7
anywhere
Increased digital
literacy: a
required
professional skill
© The ASI Institute 12
Blended
Learning
Strategy
The blended learning
environment leverages
the best of the
available learning
strategies in order to
deliver the content in a
more effective and
efficient way

13. eSTP Case
© The ASI Institute 13
Establishmen
t of an
Aerodrome
Manual

14. Learning
Portal
Participants access the
ASI Institute Learning
Portal, which is where
they will find all their
course content and
support.
© The ASI Institute 14

15. Learning and
Technical
Guidance
Participants will be
accompanied through
each course by a team
of instructors as well as
a technical support
team.
How can we help
you?
© The ASI Institute 15

16. Preparatory
Tutorial
Participants are
provided with a
Getting Started
Tutorial with the basics
on how to navigate the
Learning Portal and
their Online Course.
© The ASI Institute 16

17. © The ASI Institute 17
Learning
Portal
Participants have
access to all the
resources they will
need in one Virtual
Learning Environment.

18. Course Components
Interactive self-paced e-learning modules
Two modules are
released each Thursday
for the following week
Interactive online sessions
Mondays at 20:00 ET
Tuesdays at 08:00 ET
participants are required
to attend only one
session
Mastery Tests
Due on Wednesdays and
Saturdays
© The ASI Institute 18
The Online Courses last 4 weeks online, however the
workload is equivalent to 1 week face-to-face.

19. Virtual
Classroom,
10%
Self-paced
eLearning,
40%
Progress
Tests, 10%
Mastery
Tests, 30%
Peer
Discussion,
10%
0%
5%
10%
15%
20%
25%
30%
35%
40%
© The ASI Institute 19
Blended
Learning
Course
Components
Radar chart showing
components employed
in the ASI Institute
eSTP.

20. Self-paced E-learning Modules
© The ASI Institute 20

21. Virtual Meeting Session
© The ASI Institute 21

22. Success Conditions
Organizational Readiness
Instructor Readiness
Participant Readiness
Instructor-led Approach
Totally Blended Approach
Sharing of Experience
Technical Support
© The ASI Institute 22

23. Development and Delivery
Resources
eSTPs in development by the ASI Institute in
cooperation with ICAO, available in 2014
Design and
Development
of an eSTP
Online
Instructor
Techniques
© The ASI Institute 23

24. Next eSTP Offering
© The ASI Institute 24

25. Thank you for your time
© The ASI Institute 25

26. References
Bonk, C. J. & Graham, C. R. (Eds.). (in press). Handbook of blended learning:
Global Perspectives, local designs. San Francisco, CA: Pfeiffer Publishing.
http://www.publicationshare.com/c083_bonk_future.pdf
Chapman, B. (2010). How Long Does it Take to Create Learning? [Research
Study]. Published by Chapman Alliance LLC. www.chapmanalliance.com
Chapman, B. (2013). Large Scale, Blended Learning Development: Benchmark
[Research Study]. Published by Chapman Alliance LLC.
www.chapmanalliance.com
Garrison, R., & Vaughan, H. (2008). Blended learning in higher education:
Framework, principles and guidelines. San Francisco: Jossey-Bass.
Greenlaw, S. A., & DeLoach, S. B. (2004). Teaching critical thinking with
electronic discussion. Journal of Economic Education, 34(1).
Rovai, A. P. (2000). Online and traditional assessments: what is the difference?
The Internet and Higher Education 3(3).
Tabor, S. (2007). Narrowing the distance: Implementing a hybrid learning
model for information security education. The Quarterly Review of Distance
Education, 8(1), 47-57.
© The ASI Institute 26