Blended learning: It’s the talk of the town and perceived favorably, but it hasn’t found widespread use…yet. Fordham’s May 2013 publication Half Empty Half Full: Superintendents’ Views on Ohio’s Education Reform surveyed 344 of Ohio’s 614 district superintendents: 59 percent of superintendents thought that blended learning would lead to “fundamental improvement.” However, despite the vocal support for blended learning, few superintendents (a mere 5 percent) report that it has achieved “widespread” use in their school district. In fact, 31 percent of superintendents reported that blended learning was of “limited or no use” in their district.
Blended learning refers to an instructional model that mixes virtual education with traditional face-to-face instruction. The model can vary depending on what instructional model the teacher chooses to implement. (Heather Staker and Michael B. Horn, Classifying K-12 Blended Learning, identify four blended learning models.)
Who are the most laggardly of the laggards in terms of using blended learning? It seems, as might be expected, that superintendents of rural districts are the most likely to report little to no use of blended learning. And, importantly, it’s not on account of attitudinal resistance to blended learning from these rural school leaders.
Chart 1 shows that rural superintendents view blended learning favorably—as favorably as their peers in larger, more urban districts. Sixty-one percent of rural superintendents view blended learning favorably, a percentage that mirrors that of urban (61 percent) and suburban superintendents (66 percent), and is considerably higher than small town superintendents (45 percent).