Self-paced blended learning suits learners who are introverts, while still allowing the collaboration and group work that suits extroverts
Some general research supports the move to blended learning, particularly self-paced blended learning. This research includes sources as diverse as Daniel Pink, Susan Cain, and Anders Ericsson.
Daniel Pink explores motivation in his book Drive: The Surprising Truth About What Motivates Us, and concludes that past models for motivation (for example reward and punishment) are not particularly effective in the modern world. He suggests that Motivation 3.0 requires workers (and students) to have more autonomy as motivation in our complex world is more intrinsic than extrinsic. He outlines four main drivers.
• Time – Allow students some choice when they learn. Allowing students to fit the pace of learning to their situation, and providing the choice when and if to have a break, provides flexibility and individuality. Time is not at the center of the learning paradigm in self-paced blended learning; understanding and results are, which provides flexibility.
