In my opinion blended learning involves active learning. I will evaluate students’ engagement with the material they are studying and their active involvement in the subject matter when they read, write, talk, listen, and reflect with the subject matter they’re learning with me as their facilitator and with each other by using grading rubrics for each assignment or a criterion-referenced tests measure in which performance of individual students to pre-determined performance levels in small classes will be assessed. This type of learning does not evaluate passive learning (students sit and listen to the teacher or standard tests are graded). Online and/or F2F activities would include online discussions, team activities case studies, debates, wikis and blogs, role playing, individual and group presentations, and different types of formative and/or summative assessments. Simply adding online computer games or videos to a student’s day or homework time doesn’t count as blended learning. Neither does rolling a laptop cart into a classroom. Nor does it mean that students are isolated at their keyboards with no social interaction. Advantages to students include: developing independent learning skills increased flexibility and convenience, better access with multiple commitments, utilization of new technology, and reduction in educational cost. On the other hand I as facilitator get to experiment with new pedagogies, techniques, resources, etc. to meet student expectations and/or build their skills, allow for flexible scheduling, and most importantly retain the F2F aspect that many faculty members cherish.