Despite much talk in the popular media and among politicians and policymakers about “e-learning” or distance education, the reality is that most students in K-12 seldom experience true distance education, which is when learning interactions are entirely mediated by information and communications technology. The more typical experience is blended learning, which combines elements of both traditional face-to-face classroom-based learning with e-learning.
A report released this week identified six emerging models for blended learning in K-12…
The report [was] authored by the Innosight Institute, a research firm focused on education and healthcare, and co-produced with the Charter School Growth Fund, a group that invests in charter school management organizations…
The six models identified in the report included:
- Face-to-face driver: a teacher in a traditional classroom instructional setting employs online learning for remediation or supplemental instruction;
- Rotation: students move back and forth between online and classroom instruction;
- Flex: the curriculum is delivered primarily through an online platform, with teachers providing onsite support;
- Online lab: an online course is delivered in a physical classroom or computer lab;
- Self-blend: students choose on their own which courses they take online to supplement their schools’ offerings; and
- Online driver: courses are primarily online and physical facilities are used only for extracurricular activities, required check-ins, or similar functions.
The full report is available here (PDF).