Teachers' Conceptions and Approaches to Blended Learning: A Literature Review

Learning Management Systems (LMS) provide the opportunity to deliver blended learning approaches that combine a mix of Information and Communications Technology (ICT) with various learning resources and delivery methods. Blended learning is seen as a link between teachers, students and classrooms located in different places to enhance learning. The advantages of blended learning include a lack of dependence on the time constraints, time for reflections, meeting students' different needs and learning styles, improved engagement and added flexibility in teaching and learning. This paper presents a critical review and synthesis of research literature exploring teachers' conceptions of blended learning and their approaches to both design and teaching using Picciano's Blending with Purpose Multimodal framework. In addition, this paper builds upon previous research on blended learning and conceptual framework by Picciano [1]. Research results suggest that teachers use multiple approaches including face-to-face methods and online technologies that address the learning needs of a variety of students from different generations, personality types and learning styles.