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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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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
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