Blended Learning Designs: A Learning Science Perspective

SRI's recent meta-analysis of the online learning research literature found that, on average, students in blended learning conditions have stronger learning outcomes than those receiving instruction through conventional face-to-face formats. The research does not support the conclusion that blended instruction is superior as a medium of instruction, however, because blended conditions often include additional learning time and instructional elements. A learning sciences perspective helps us make sense of these empirical findings and suggests promising avenues for further enhancements of blended learning designs.