EDUC639 WikiLiteratureReview ProjectPaper Wooten Lotsie

7/30/2019 EDUC639 WikiLiteratureReview ProjectPaper Wooten Lotsie

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Running head: BLENDED LEARNING WIKI LITERATURE REVIEW 1

Blended Learning Wiki Literature Review

Tangie Franks, Elizabeth Kramer, Angela Rankin, Lotsie Wooten

Liberty University

April 28, 2013


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BLENDED LEARNING WIKI LITERATURE REVIEW 2

Abstract

Combining online learning and a traditional classroom model has become a hot topic in

education and a current trend in educational technology. Educators are seeing the value of

providing online resources through blended learning. There are six types of blended learning and

many reasons why school districts decide to incorporate this instructional model in the

classroom. In this literature review, we provide a discussion of those models, some of theoretical

foundations and pedagogy, support for and criticisms of blended learning, discussion concerning

blended learning schools, and the different types of professional development in support of

blended learning. In a special education environment, teachers are able to not only provide

additional resources, but are able to create learner-centered and highly engaging materials for

students who struggle with the regular education classroom instruction and materials.

Keywords: hybrid learning, e-learning, online, blended, online learning, and

asynchronous learning


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Blended Learning Wiki Literature Review

Often called multi-method learning, integrated learning, or hybrid learning, blended

learning is a trend in educational technology, some say, is here to stay. Blended learning is a

disruptive innovation. It is a disruptive innovation that is causing public education to change

from an expensive, complicated, and sometimes inaccessible entity into an entity where learning

is becoming more affordable, simple, accessible, and convenient to the learner. Blended learning

is not a new concept. Blended learning has been around for approximately a decade. It has only

gained popularity because technology and the integration of technology has become cheaper and

more readily available (Bersin, 2004).

There is a lot of mystery concerning the definition of blended learning. The reason why is

because it is a term that defines an approach to instruction that has been implemented in a variety

of ways in many different of educational settings. As an established and rapidly growing

instructional model, some say hybrid learning is highly effective in helping schools districts

address the challenges of student achievement, limited resources, and the expectations of 21st

century learners. Although blended learning has many definitions, a consistent definition of

blended learning is defined as a method of teaching that combines traditional face-to-face

instruction with online resources in such a way as to provide individualized instruction and

enhance student learning (Tucker, 2012). For example, educators can provide additional

resources to build on the information learned in class, provide resources that teach to different

learning modalities, flip the classroom, or have students interact with technology to take quizzes,

turn in assignments, or collaborate with their peers (Staker, 2011).


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In her report titled, The Rise of K12 Blended Learning: Profiles of Emerging Models,

Staker mentioned that there are six emerging blended learning models in public education. There

are many other models of blended learning but the report details these six models as the most

prevalent and widely used in the country. The six models of blended learning are: the face-to-

face driver model, the rotation model, the flex model, the lab model, the self-blend model, and

the online driver model (Staker, 2011).

The face-to-face driver model is a model where the teacher in a traditional classroom

instructional setting mostly uses online learning digital content for remediation through

supplemental instruction. The teacher still primarily teaches the majority of curriculum through

direct instruction with the online learning element used as a supplement for remediation. The

online content is used in the back of the classroom or in a computer lab. As teachers continue to

use the face-to-face driver model and become more comfortable with it, they use it more as a

way to integrate Web 2.0 technology to more fully engage students in online discussions,

activities, and projects beyond the physical classroom (Staker, 2011).

As the name suggests, the rotation model rotates usually on a fixed schedule between

learning online and learning in the classroom. The rotational model provides a blend of online

self-paced work with face-to-face direct instruction, coaching, or remediation. The teacher

usually oversees the online work and may decide to use pre-assessments from the online content

provider. The online content is used to determine where the student is in relation to the

curriculum content. Information from the online content provider is used to accelerate or

remediate the student (Staker, 2011).


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The flex blended learning model is a model in which the curriculum is delivered through

an online content provider with classroom teachers providing onsite support. Teachers will

sometimes use tutorial sessions or small-group instruction with students after viewing the data

gathered from the online content provider but the instruction is primarily delivered through an

online platform. The flex model is used in many dropout-recovery and credit recovery programs

that are designed to either bring students back from declining attendance or enable them to

graduate on time (Staker, 2011).

The online lab model is the model where an online course is delivered in a physical

classroom or in a computer lab without direct instruction from a face-to-face teacher. The

learning takes place at school and a teacher either delivers it asynchronously or synchronously

but it is purely an online course. The online teacher delivers the content via an online learning

management system. The online labs or classrooms are monitored by paraprofessionals or

teachers who are not necessarily certified in the area of instruction that the online teacher is

certified in. Monitors are not trained necessarily in the subject area but are present to deal with

any technology or discipline related issues. Students who utilize the online lab model usually

take traditional face-to-face classes in conjunction with their online lab classes. The online lab

model can be used as a way to offer curriculum content that is not available because of the lack

of certified teachers (Staker, 2011).

The self-blend model is a model in which students decide what courses they want to take

online to supplement what their school offers. It is used any time students choose to take one or

more courses online to supplement their traditional schools catalog. The teacher is an online

teacher and the online learning is completed off the school campus. Students decide on the


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combination of traditional classes and online classes. Just like the online lab model, the self-

blend model can be used as a way to offer curriculum content that is not available because of the

lack of certified teachers (Staker, 2011).

The online driver model is the model where the courses are online and the school

facilities are used only for extracurricular activities, student-teacher conferences, state standards-

based testing, required assemblies, or similar functions. Both the online learning platform and the

traditional teacher deliver content but the work is done remotely. Depending upon the program,

the teacher or the student may decide that it would be beneficial for the student to come to the

school facility for an onsite function (Staker, 2011).

Theoretical Foundations and Pedagogy

The Blended learning design is a pedagogical foundation built on solid learning theories.

Blended learning can be associated with three different learning theories: The Cognitive

Learning Theory, Constructivist Learning Theory, and the Socially Situated Learning Theory,

and Cognitive Learning Theory (Garrison and Vaughn, 2012).

Cognitive Learning Theory

The Cognitive Learning Theory is a cognitive framework that emphasizes the learners

schema as an organized knowledge structure that is designed to interpret information. The term

schema was introduced and popularized through the work of Jean Piaget. Jean Piaget suggested

in his theory of cognitive development that children pass through a series of stages of intellectual

growth. In Piagets theory, a schema can be identified as both the category of knowledge as well

as the process of knowledge acquisition. Jean Piaget held the belief that as experiences happen


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and new information is presented, new schemas are formed and developed and old schemas are

changed or modified over time.

The Cognitive Learning Theory provides a foundation for understanding how to analyze

concepts and procedures in terms of the curriculum. The underlying theme identified in the

Cognitive Learning Theory is the idea of how to interpret information and construct meaning

through the organization and structuring of knowledge acquisition. Knowledge acquisition can

be identified as the outcome of interaction between new experiences and knowledge that has

already been obtained. In regards to blended learning, when teachers apply a cognitive approach

to the curriculum they are able to focus, understand, and apply newly learned information in

terms of their relationships. Learners are able to understand the connections made between

concepts, the breakdown of information and the rebuilding of new information.

Constructivist Learning Theory

According to Garrison and Vaughn (2011), the theoretical foundation for blended

learning as outlined in this review of literature suggest that blended learning is predicated on the

recognition of unifying the public and private worlds, information and knowledge, discourse and

reflection, control and responsibility with the process of learning outcomes. The Constructivist

theoretical perspective holds the assumption that understanding is gained through an active

process of creating hypotheses and building new forms of understanding through activity. Jean

Piaget has contributed to this approach to learning through his view that conceptual development

is stimulated through intellectual activity rather than by the absorption of information.

The Constructivist Learning Theory views knowledge as a constructed unit comprised of

all learners. Constructivism is a framework that views learning as the product of passive


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transmission rather than a process of active construction whereby the learners construct their

own representation of knowledge based upon their prior knowledge and experience.

Constructivism requires learners to demonstrate their skills by applying their own

knowledge when solving real-world problems. The Constructivist Model involves learner-

centered instruction. According to Koohang (2009), the design of learning activities in a

constructivist model includes collaboration, cooperation, multiple perspective, real world

examples, scaffolding, self-reflection, multiple representations of ideas, and social negotiation.

The learning assessment elements consisted of instructor assessment, collaborative assessment,

self-assessment and the instructors role consisted of coaching, guiding, mentoring,

acknowledging, providing feedback, and assessing student learning.

Socially Situated Learning Theory

The Socially Situated Learning Theory focuses on the way knowledge is distributed

socially. Research suggests when knowledge is seen as situated in the practices of communities

then the outcomes of learning involve the abilities of individuals to participate in those practices

successfully. This view of learning shifts right ways from analyses of components of subtasks,

onto the patterns of successful practices. The Socially Situated Learning Theory can be viewed

as the correction to theories of learning in which both the behavioral and cognitive levels of

analysis had become disconnected from the social context. Research suggest that the socially

situated learning theory relies on environmental variables which questions whether learning is

fundamentally bound to a particular context in time and further argues whether abstract

knowledge can be gained through concrete and abstract example.


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Social interaction and collaboration are key elements of the socially situated learning

theory. The literature suggests that learner become involved in a community of practice which

embodies certain beliefs and behaviors to be acquired. As the beginner or novice transitions

from the periphery of a community to its center, he or she becomes more active and engaged

within the culture and eventually assumes the role of an expert. According to Wenger (2007),

three elements are crucial in distinguishing a community of practice from the other groups and

communities. The domain is referred to as a club or network of connections between people.

The community engages in joint activities and discussions in an effort to help each other and

share information and the practice is commonly referred to practitioners who share resources,

experiences, stories, and tools in an effort to address recurring problems in a shared practice.

Research

Support for Blended Learning

Many studies have been conducted to compare blended learning models of instruction

with traditional face-to-face models of instruction. The results are strongly in favor of blended

learning models as a more effective method of instruction. Studies indicate improved test scores,

a deeper understanding of content, and higher student satisfaction. One research study, designed

by Bonk and Graham (2012), utilized a quasi-experimental design to investigate the differences

associated with the participants learning outcomes and their four unique blended learning groups.

The Blended Learning groups were offered at the same time but employed different blended

learning strategies. Two hundred people participated in the research study.

The study yielded mixed results but confirmed that different blended learning strategies

do have significantly different learning outcomes. The results were assessed using benefit-cost


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ratios which measured the tangible and intangible learning benefits derived in comparison to the

perceived cost of implementing the model. The Soft Skills Self-Assessment Scores indicated a

major shift on personal performance. The underlying assumption in the hypothesis conveyed

that different blended strategies have different impacts. The results confirmed that the tighter the

links between work and learning, the greater the job impact (Adams, 2013).

Blended learning provides a tailored approached with benefits from face-to-face and e-

learning for delivering effective courses and programs by extending the classroom to make

learning readily available anywhere and anytime. The implications regarding this research

suggest that blended learning will maximize learning outcomes and impact job performance. The

experimental study focused on blended learning environments and student success at the

elementary school level. Ninety-three third graders were chosen to participate who were

randomly assigned to one of three instructional treatment groups. The first treatment group, the

control group, consisted of students who were learning solely online. The second treatment

group utilized a blended format consisting of learning online with a focus on peer interaction and

collaboration. Lastly, the third treatment group learned online and had a teacher-student

interaction component. The research design used was a 1 x 2 randomized post-test design (Chen,

2012).

Results show that students in both blended learning environments performed much better

on factual knowledge than those learning online only. In addition, the difference between the

two blended learning environments was not significant. The implications of how educators

determine to effectively integrate blended learning opportunities with students into their

classrooms are still an educational area that requires much more research support (Chen, 2012).


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In Blended Learning in Grades 4-12: Leveraging the Power of Technology, Tucker

focuses on a using a blended learning model that she calls the Teacher-Designed Blend. In this

model the teacher is still the primary deliverer of the instruction and is the designer of the

curriculum. In other blended learning models the curriculum is often design by an instructional

designer and delivered by a facilitator. This model has two ultimate goals; 1. Teachers need to

be able to still work directly with the students and 2. An online component needs to be used that

allows students to discover knowledge beyond the instruction given in class (Tucker, 2012).

Tucker (2012) outlines ten benefits of using a blended learning model:

1. Time: Using an online medium, teachers are able to save time that is normallytaken by activities such as copying, compiling, and stapling.

2. Cost: Paper, copy machine costs, and ink are an enormous amount of a K12budget. By using a blended learning model all of these costs are eliminated.

3. Feedback: By allowing students to create, interact, and review each others workonline, teachers are not the only point of feedback for a student. This frees up

time the teacher would normally have been grading stacks of papers.

4. Student-Centered: Blended learning creates a collaborative environment thatallows students to create work that is valued by others and has real-world

relevance.

5. One-On-One: Teachers are able to conference with students in an online medium.Messaging, emails, and even media files can be used. Students who are normally

anxious about approaching the teacher are able to do so in an online discussion.


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6. Standardized Test: A lot of class time is taken in the spring to practice forstandardized testing. Collaborative online learning environments can facilitate test

practice asynchronously or synchronously from remote locations.

7. Group Work: Teachers know group work can be a huge waist of class time ifstudent-groups dont stay focused. Online groups allow students to work from

home or school in their own time. From many LMSs, teachers are able to pull

student analytics and really understand which students are contributing to the

group and who is completing the work.

8. Class Communication: Teachers are able to push messages out to all students andparents so everyone has the same information. How many times do teachers write

important information on the classroom whiteboard and the information never

reach home or even most students in the classroom?

9. Students Relationships: Online environments facilitate student relationships.Shyer students are able to contribute and join in a discussion online when they

may have not felt comfortable speaking up in class. Students who would

normally not become friends are able to engage in a group projects and

communicate.

10.Fun: Teachers are able to access engaging and fun information for their lessonplans in an online environment. Teachers are able to pull the best resources and

organize them in an online learning platform (Tucker, 2012).

Criticism against Blended Learning


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Blended learning is increasing in popularity and continues to expand as a problem-based

learning vehicle. Researchers, Schober and Keller (2012), are interested identifying the

engagement and motivational components that are most effective in producing positive learning

outcomes for this type of teaching methodology (Schober & Keller, 2012). Schober and Keller

(2012), as part of their observational study, used a case study design using software called

MAXQDA to employ quantitative and qualitative analysis methods from surveys, interviews,

and LMS statistical logs to explore motivational factors that contribute to positive learning

experiences. According to the researchers, literature on the use of an LMS in problem based

learning settings suggests positive effects on learner motivation (Schober & Keller, 2012).

Schober & Kellers (2012) two year study at the Institute for Geography at Innsbruck

University found some weak links in blended leaning. One-hundred seventy-six pupils from four

different schools and countries were part of the study. Each were surveyed and questioned

regarding their motivation while completing tasks. Their task was to do a comparative regional

study on the Quality of Life (QOL) of youths in their respective region. To facilitate

communication and collaboration, the Moodle Learning Management System was used (Schober

& Keller, 2012).

Researchers determined several key negative points during their observation throughout

the study which include: the average learner motivation is higher during certain periods, but

lower than expected in the long term. Student usage of Moodle outside of school was marginal

and students reported that Moodles tools for communication were inadequate for efficient

communication. Results of the study indicate Moodles user interface needs to be improved and

computer competence of students and teachers is less than what the researchers had expected.


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Lastly, local parameters at school can be limiting factors in the e-learning processes (Schober &

Keller, 2012).

Expectations and conclusions from Schober & Kellers (2012) study is that the average

learner motivation will improve as LMS user interface and capabilities improve, but in the

meantime can under perform. The aim of the study was to identify factors that could prevent or

hinder technology enhanced learning processes and to make suggestions that can be implemented

to eliminate those barriers (Schober & Keller, 2012)

Another widespread concern with blended learning is the lack of infrastructure in our

schools. However, it is on the horizon. Ten years ago it was inconceivable that every student

could have a computer or an iPad, most school were thankful to have a slow outdated computer

lab to share. Filling classrooms with computers is not the solution to end all solutions. Schools

have thousands of dollars of resources that go unused or under used every year. Teachers are

given a little bit of this and a little bit of that and none of it works together. They are often

excited about the new resource or technology and then within a few months it is gathering dust

on the shelf at the back of the classroom. There is concern that blended learning methodologies

will die this slow and painful death as well. Will teachers be excited at first and then slowly lose

interest as they go back to their curriculum-centric lessons?

Special Education

Time To Know, Inc. (T2K) is an Israeli based company that provides a blended learning

curriculum. Becky Bordelon, the Executive Director of Instruction and Learning for North

America, states Ive always advocated the use of blended learning for special needs students


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because these students have to learn in a different way. There is no other choice, as faras Im

concerned. If we do not provide alternative learning options for these students we will continue

to fail them. Bordelon give the example of having the ability to have students reading material

on different Lexile reading levels but the same topic. A Lexile is a measurement degree of

reading difficulty and assessed through a software program. Students would then all be able to

learn about the water cycle, for example, but some students would be reading on a 6th grade level

and other students could be reading on a 2ndgrade level. The students can all be reading the

same content but at a level that is appropriate for their reading ability. (McLester, 2011). Using

learning objects, the teacher can incorporate the varied reading passages into that days lesson

and assign it needed.

Equity

It is a well-known and studied fact that many urban schools have fewer resources,

materials, and quality learning opportunities for students than suburban schools. This has created

a gap in achievement between Caucasian and African American students (Olthouse, 2011).

Another geographically related gap is the rural schools do not have the funding for foreign

language or other extracurricular courses. Online courses are able to provide solutions and

opportunities for students that level the playing field for all students. Studies show online courses

or components are able to teach as well as strictly face to face courses. Cisco recently conducted

a study that showed blended learning courses were able to provide equal educational

opportunities for students in urban, suburban, and rural communities and students performed

equally well on state standardized tests (Staker, 2011).

Student Activity and Collaboration


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Blending a students learning environment is essential to developing technology

awareness and aptitude needed for the 21st century workplace. Over the next ten years, more

than 75% of the jobs available will require technology-based skills (Tucker, 2012). Students

must be provided with the opportunity in school to develop a high technological IQ in order to be

prepared for future, technology-rich working environments. Some of the various technology

skills needed include communicating online, working collaboratively online, utilizing digital

tools effectively, and working remotely. These technological skills can be presented and

practiced within the school-based classroom by integrating a technology-based, blended learning

system. However, research shows that students and teachers do not always agree on what

specific skills are most important. For example, it is striking that while 40% of high school

students place a high value on the ability to produce digital media such as blogs, vlogs, podcasts,

digital storytelling and video reports, only 29% of their teachers share that same view (The New

3 E's of Education. Speak Up 2010 National Findings: K-12 Students & Parents, 2011). If

students are aware of the growing need for technology skills while seeing the value in learning

them, teachers must leverage this high interest by incorporating technology activities within the

existing curriculum (Tucker, 2012).

Why use Blended Learning?

To truly prepare students for life beyond high school, it is imperative that teachers

provide them with opportunities to engage in conversations online, work with media to enhance

communication, and learn to express themselves digitally (Tucker, 2012). Incorporating

collaborative tools such as blogs, discussion boards, and wikis can support the growing need for

students interaction with new technologies, while increasing collaboration and communication


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skills. According to recent studies, students learn better in a blended model rather than fully

online or in a traditional brick and mortar environment (McLester, 2011). By integrating

blended learning models into the classroom, students are more successful with their studies while

gaining the critical skill set necessary for survival in the emerging technology world. Blended

learning offers a student-centered approach that can foster community, collaboration, and

communication by combining the most effective strategies of traditional and technology-based

education. When implementing a blended learning model into the classroom, teachers should

always first consider a students individual learning style and needs to assure effective alignment

of instructional delivery strategies. In a typical blended learning environment, the learner is

central to the system and is provided an individualized learning pace chart that is aligned with

the Common Core Curriculum Standards (McLester, 2011). This personalized learning map is

utilized to bridge classroom-based content with technology-based assignments. Learners follow

their own path through a variety of online activities such as virtual field trips, video gaming, and

vlogging. Determining which technological tools will best enhance communication,

collaboration, and creation of content is vital to understanding what specific technology will be

integrated in the classroom. In addition, allowing for the alignment of how students will learn

with technology based on how they currently live with technology is essential. An example of

this would be assigning those students who use iPads at home an online group project utilizing

this same type of device at school. This provides an opportunity for leveraging core content with

the familiarity of a technological tool.

How to Implement Blended Learning


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Research shows that when students are working in technology-based groups, teachers

should only assign 3-4 students per grouping. Also, these groups can be based specifically on

learning styles, language proficiency, individual needs, and/or ability, if needed (Tucker, 2012).

For English/Language Arts, students can create collaborative collages utilizing Glogster, a

website where you can create and share multimedia posters online. Also, in History/Social

Studies, teachers can assign groups to view online videos of major historical events in order to

provide a briefing for the development of an argumentative essay. For Science, students can

work in groups to develop ideas and brainstorm on a topic using an online virtual bulletin board

such as Corkboard or Wall Wisher. Finally, the Khan Academy is another useful website where

educational videos exist to aid in all subject areas that provide a framework for online or in class

discussions (Tucker, 2012). Identifying and integrating the most appropriate technological tools

and experiences to complement the core curriculum is supporting the growth of students

technological IQ. Because its not about the amount of technology you have or the size and

dimension of your classroom, its about finding the right tools that you can adapt to your needs

and fully integrate into your lessons to make learning relevant and timely (Stevens, 2011).

Common Core State Standards

The Common Core State standards provide a consistent framework of educational goals

across the United States. They allow for each state to properly align teaching so every student is

learning the necessary skills needed to succeed beyond high school. Educators must be aware of

the digital literacy standards that exist under the overall educational standard umbrella (Stevens,

2011). The College and Career Readiness Standards are the backbone of the Common Core

State Standards that focus on group collaboration which emphasize problem-solving, research,


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and critical thinking (Tucker, 2012). With these standards in mind, technology-based activities

can be effectively implemented while providing a student-centered learning experience for all.

Implementation

Throughout the review of various blended-learning literature, common themes emerged

for the rationale in favor of blended learning. Two proponents from the common themes really

stood out. Proponents who are in favor of improving achievement while improving the student

experience and proponents who are in favor of higher achievement and educational resource

efficiencies. Regardless of which reason proponents are for, both say it provides an opportunity

to fundamentally redesign the industrial revolution educational model into a 21st century

educational model that is more personalized and engaging as students begin to play more of an

active role in their education (Staker, 2011). According to Staker (2011), it has the potential to

revolutionize K-12 education in terms of quality learning and cost.

Implementation

Blended learning has been labeled the magic bullet by some who say the current state of

public education funding is missing the mark of providing 21st Century academics and who say

that it is too costly. Through technology and a constructivist pedagogy, blended learning

programs allow students to spend time learning at their pace using their preferred modality of

learning while teachers receive frequent and timely feedback about student performance (Staker,

2011). The online curriculum content provider provides the needed feedback through the

learning management system as it automates the grading process of pre and post assessments. It


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is through the pre and post assessments that teachers can make decisions in real-time on re-

teaching, tutoring, or advancing individual students through curriculum content.

There are many proponents of hybrid learning but the review of literature seems to

indicate that there are two main schools of thought regarding why it should be used in the

classroom. There are proponents who say that hybrid learning should be used to provide students

with deeper learning opportunities that they would not have in a traditional classroom setting

where the teacher is the sage on the stage. The other school of thought is that can provide a

productive new school model that requires fewer teachers and fewer but larger classrooms

because hybrid learning uses classroom space more efficiently.

Cost

In a workplace where labor accounts for 70% to 85% of educational costs, the typical

school district spends a great deal on teacher salaries but only a fraction of students have access

to great teachers (Staker, 2011). Technology can be leveraged in a way to allow for increased

student to teacher ratios without losing teacher effectiveness or negatively impacting student

learning. Increasing student to teacher ratios means less teachers which equates to a reduction in

cost. Proponents for this type of change argue that even though class sizes are larger, teacher and

learning effectiveness are virtually unchanged because technology allows for the teacher to know

where each student is in real time and provides for the opportunity for students to rotate in

smaller groups for tutoring or direct instruction. An example of this model would be three groups

of ten students with one group receiving direct instruction, one group working with online

content, and one group working collaboratively in a project or problem-based setting. Each

group rotates as needed through each of the stations. The verdict is still out as to whether


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technology can allow for larger student to teacher ratios without negatively impacting student

learning experience or overall academic achievement.

In 2006, the North American Council for Online Learning conducted a global survey to

determine how countries around the world have implemented blended and purely online learning

opportunities in K-12 schools. Among other fascinating facts, blended learning is occurring with

a much greater frequency than online learning (Barbour et al., 2011). Furthermore, both online

learning and blended learning have grown over 30% each for the past ten years across the United

States. As companies continue to develop better digital content, they are also developing better

learning management systems (LMS) to organize that digital content. The expansion of the

digital content with improved learning managements has a correlation with the growth of quality

online and blended learning opportunities (Borden, 2011).

Platforms

The LMS along with the online curriculum content is a key to the blended learning

environment. It provides for an efficient way to store, manage, share digital content, and provide

for learning analytics (Al-Busaidi, 2012). Learning analytics is defined as the measurement,

collection, and analysis reporting of data about learners and their contexts, for purposes of

understanding and optimizing learning and the environments in which it occurs.

As LMSs continue to evolve, they will serve as predictors for students who require extra

support and attention and help teachers and support staff to plan interventions with groups or

individuals. Teachers will facilitate learning in the classroom as they use prescriptive data to

make decisions to enhance the individualization of instruction for students and as learning

management systems provide prescriptive data to make those decisions possible.


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Professional Development

Professional development is a key element to the success of a blended learning initiative.

Professional development affords teachers the opportunity to become skilled technology users as

well as in the integration of a blended learning model. It allows teachers to learn on the job

while collaborating with other teachers. Research suggests that professional development is

most effective when it is long-term, collaborative, school-based, focused on learning for all

students, and linked to the curriculum. This section will identify four different approaches to

professional development regarding the implementation of a blended learning model.

On Demand Learning

On Demand Learning is defined as learning that takes place anytime, anywhere whether on a

desktop PC or mobile device. The On Demand Learning Model was developed in response to

growing concerns with school districts inability to provide teachers with professional

development learning opportunities due to budget constraints. This approach is an alternate way

to expose teachers to the latest trends, research and best practices in the field. Many school

districts across the nation are taking advantage of this type of professional development learning

opportunity due to its customizable, up-to-date, and collaborative approach. School districts are

experimenting with this professional development approach to learning in hopes of producing

more effective teachers and better educated students.

Mentoring and Modeling

According to Lamm and Harder (2008), A mentor is described as an influential,

established, knowledgeable member of an organization who supports and commits to the upward

mobility of a protgs professional career. Mentoring provides for opportunities to learn from


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someone with more experience and knowledge in the field. In professional development a

mentor is when a teacher is to exposed another individual or protg to new ideas, educational

methods, technologies, and perspectives through engaging conversations. Mentoring used in the

form of professional development contributes to the development of a protg, who is prepared

for the job, possess the knowledge and skills to demonstrate success in the field, provides

continued support to the protg and instills a legacy of a continuum of learning to the protg.

Collaboration

In recent years, professional development opportunities failed to provide teachers the

opportunity to connect with other teachers in the educational field. However, this type of

isolated approach is being transformed and developed to offer teachers more collaborative

professional development opportunities where they are able to share ideas, develop collaborative

lesson plans, and implement collaborative ways to evaluate student learning. Collaboration is

demonstrated when all expectations and goals have been clearly identified and when all members

involving the team are able to share feedback regarding the decision that need to be made

towards the groups progress. Collaboration involves sharing ideas, planning, developing lesson

plans, reflecting, and learning together.

Research supports that collaboration, as an approach to professional development,

impacts instructional practices and improves student learning. According to Darling-Hammond,

Wei, Andree, Richardson, and Orpanos (2009), sustained and intensive professional

development is correlative to student achievement gains and school improvement (p. 43).

Research shows that a total of 30 to 100 hours in a six to twelve month period is needed for

professional development (p. 43). The research clearly supports that professional development


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needs to be sustained and intensive this is a big contrast to the one to two day workshops or

conferences that were usually offered under the traditional professional development model.

Collaboration is a key method of professional development because it empowers teachers to

move beyond the isolated traditional approach to professional development to a more

collaborative approach where teachers are allowed to share their ideas, develop collaborative

lesson plan, and maintain cohesiveness with the curriculum.

Professional Learning Networks

Professional learning networks were initially your family and friends. The term today

has been expanded to include: colleagues, platforms such as Facebook, blogs, Twitter, wikis,

bookmarking tools, LinkedIn and so many more. A professional learning network can be

described as anyone you interact with to include: social contacts, professional peers, or experts in

the field. The blended learning professional network has experienced significant growth in

recent years largely attributed to the internet and the increased amount of online learning and

professional development opportunities.

Several professional learning networks have emerged in response to provide teachers

with more collaborative blended learning professional development opportunities beyond the

classroom and the conferences. The first professional learning network that is available for

teachers to join is Dreambox Learning. Dreambox Learning is a professional social and learning

network designed to support educators who desires to implement the blended learning models

into their classroom. The second professional learning network is Intel. Intel offers professional

development courses that explores 21st century learning concepts and practices. Intel can be

accessed anytime, anywhere, from any device. The final professional learning network


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identified is through blendedschool.net. Blendschool.net is a nonprofit company that empowers

schools to teach and learn online through the exploration of its K-12 curriculum, learning

technologies, and through its rigorous professional development programs.

Conclusion

Blended Learning is a pedagogical foundation built upon the following theories: the

Cognitive Learning Theory, Constructivist Learning Theory, and the Socially Situated Learning

Theory. The three theories provide a theoretical background for understanding how to analyze

concepts and procedures of a blended learning model. Integrating the most appropriate blended

learning model into the classroom is critical in providing a highly individualized and effective

technological learning system. Once a specific blended model is selected, classroom-based

content can then be combined with new technology in order to establish a balanced, well-

rounded educational experience for the students. With a path for success outlined, learners can

utilize classroom technology more efficiently in knowing what is expected and encouraged.

Teachers can embrace blended learning by incorporating a variety of technological tools and

online experiences to enhance the overall goal of learning classroom curriculum. In addition,

blended learning can support the substantial technological goals that are embedded within the

national educational standards. Skills such as online communication, online collaboration, and

ability to use digital tools effectively are invaluable to our present day students. Teachers can

implement a productive blended learning system into their classroom to leverage the growth of

emerging technology, while promoting a higher level of interest among students. Additionally,

professional development affords teachers the opportunity to learn on the job, to collaborate with

other professionals in the field, and to receive training on ways to implement a particular skill.


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In conclusion, a diverse, technological skill set is a necessity for students who are

entering the twenty first century workforce. Technology must be integrated into the classroom

environment at each grade level to prepare students for life beyond high school. Blending

academic learning among more traditional teaching methods with more advanced technology

rich learning experiences can support the growing need for a students overall technological IQ.

In addition to the four approaches identified, professional development opportunities can

also be offered in the form of an: online course, seminar, In-Service or Pre-Service trainings,

degree programs, and at conferences.


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References

Adams, J. (2013). Blended learning: instructional design strategies for maximizing impact.

International journal on e-learning, 23-44. Retrieved from www.ebscohost.com

Al-Busaidi, K. (2012). Learners perspective on critical factors to lms success in blended

learning: An empirical investigation. Communications of AIS, 311-34. Retrieved from

www.ebscohost.com

Barbour, M., Brown, R., Waters, L. H., Hoey, R., Hunt, R., Kennedy, J. L., & Trimm, T. (2011).

Online and blended learning: A survey of policy and practice from K-12 schools around

the world. Vienna: International Association for K-12 Online Learning. Retrieved from

www.ebscohost.com

Bersin, J. (2004). The blended learning book: Best practices, proven methodologies, and lessons

learned. . San Francisco: John Wiley & Sons, Inc.

Borden, J. (2011, August). Future of online learning. . Retrieved from

http://elearnmag.acm.org/featured.cfm?aid=2024704

Chen, W. P. (2012). An investigation of varied types of blended learning environments on

student achievement.International journal of instructional media, 205-212. Retrieved

fromwww.ebscohost.com

Darling-Hammond, L., Wei, R. C., Andree, A., Richardson, N., & Orphanos, S. (2009).

Professional learning in the learning profession: A status report on teacher development

in the united states and abroad. The School Redesign Network at Stanford University,

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Garrison, R., & Vaughan, N. (2011). Blended Learning in Higher Education: Framework,

principles, and guidelines. San Francisco, CA: John Wiley & Sons.

McLester, S. (2011). Building a blended learning program.District Administration, 40-42,44,46-

48, 53. Retrieved from web.ebscohost.com

Olthouse, J. (2011). Teaching in blended k-12 classrooms: Problems and potential.Meridian K-

12 School Computer Technologies Journal, 14(1). Retrieved from www.nscu.edu

Schober, A., & Keller, L. (2012, November). Impact factors for learner motivation in blended

learning environments.FNMA, 7(2), 37-41. Retrieved from

web.ebscohost.com.exproxy.liberty.edu

Siemens, G. (2010) Learning analytics and knowledge. Retrieved from

https://tekri.athabascau.ca/analytics/

Staker, H. (2011). The rise of K-12 blended learning: Profiles of emerging models. San mateo:

Innosight Institute.

Stevens, M. (2011). The Rise of K-12 blended learning: profiles of engaging models. San Mateo:

Innosight Institute. Retrieved from www.ebschost.com

Tucker, C. (2012).Blended learning in grades 4-12: leveraging the power of technology.

Retrieved from www.amazon.com

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