Blended
Learning

Blended learning is a delivery mode that is both online and in-person. Learners spend part of the time in-person in a physical classroom and part of the time in an online classroom. In the LINC context, blended learning provides flexibility, accommodating learners who may not be able to attend full time in-person classes due to work, family or other commitments. It also offers learners the opportunity to develop and practice digital skills while they improve their language ability.



There are several ways blended learning can be delivered in a LINC program. Most approaches combine two or more elements of:

• in-person instruction in a physical classroom
• online instruction using video-conferencing technologies
• asynchronous online learning using a learning management system (LMS) such as Avenue.ca

Research shows that blended learning models of learning and instruction in LINC programs have many benefits (Cummings, Stur, & Avram, 2020). Some of these include:

• improved access to LINC classes and participation by learners
• improved attendance, satisfaction with the program, retention and engagement
• increased interaction and reduced sense of isolation
• increased use of language skills and learner ease in pursuing settlement goals
• enhanced access to technology and increased learner confidence in using technology for learning language and achieving their settlement goals

In a blended LINC class, participation in both online and classroom activities is expected and attendance is taken in both settings. Online and classroom activities need to complement and build on each other in a consistent instructional flow. This helps to address any learner misconceptions that the online learning component of blended learning is optional. 



Some blended LINC class instructors also use a flipped classroom approach where they have learners first engage with new concepts or materials online, and then use the in-person class time to focus on productive practice and tasks. This highlights another benefit of blended learning: learners can engage with online learning materials on their own time, at their own pace and practice as many times as they like.



As an instructor, you need to consider how to build an online community, how to provide access to online community resources and how best to support your learners online. Remember that all e-learning activities should be reviewed and modelled for learners prior to being assigned. You can explicitly teach learners about blended learning practices, allowing time for questions and helping learners access the resources they need to be successful.


Organizations using a blended approach need to:

• consider digital equity to ensure all learners have access to online learning supports; lack of digital knowledge or experience should not be 
a barrier 
• choose a common online learning delivery model and a digital platform that learners can access, creating a continuity of learning as they progress from level to level
• have digital navigators on staff to support learners with online access and training
• ensure program sites are equipped to offer blended learning (devices for instructors and learners, reliable Wi-Fi access and so on)
• offer learners ongoing digital skills training and access to foundational training such as keyboarding, email use, website navigation and so on
• offer an introductory course or module for learners who are new to online learning or the LMS
• offer access to LearnIT2Teach or other digital skills training opportunities for instructors, as well as opportunities for ongoing professional development and mentorship 
• have program administrators and PBLA Leads complete the LearnIT2Teach Leadership micro-credentials
• consider partnering with government or community organizations to offer low or no cost access to hotspots, Wi-Fi and or devices