Title: Blended learning in K12 education

Author Name: Jamila McDaniel

1. Introduction to Blended Learning

When one hears the term blended learning, the mind most naturally concludes various definitions depending on who is asked. One person can define blended learning as a blend of learners, all of whom have different learning needs and styles. Another person may describe blended learning as a mixture of resources, mediums, and media, designed and used to engage students. Someone else could define a blended situation as one that incorporates online (distant) learning and face-to-face instruction. In a technical sense, all definitions provided could be considered correct since they each cover some aspect of what blended learning is or could be. However, to be on one accord and clear up much confusion, a concise interpretation is needed. The characterization of what blended learning is and is not should be plainly outlined.

What is blended learning?

The term blended learning first surfaced in the late 1990s. However, the concepts behind this educational approach can be dated back to the 1960s. In fact, blended learning (which can also include distant learning) can be traced back to dates as early as the 1840s. During this time, Sir Issac Pitman launched the first variation of distance learning that closely resembled what we know today. He sent shorthand texts to his students via mail postcards. The student, in return, were required to send them back to be graded and corrected. As time progressed, so did the many definitions of blended learning. It was not until 1998 that blended learning developed its roots, incorporating the technology element with the first generation of web-based instruction. Since then, ideas, practices, and explanations about the blended environment have evolved and progressed, mainly to keep up with the many opportunities technology provides.

Ultimately, it should be noted that there is no one universal definition for blended learning. The term itself is blended– several translations exist encompassing a wide range of interpretations. The name means different things to different people. Blended learning is also circumstance-dependent, so it is implemented differently, given the context. B.L has been defined as:

• Students learn through a mixture of traditional classroom instruction and online learning, with some student control elements over time, place, path, and/or pace (Maxwell, 2016, as cited in Adams, 2020, p. 22).
• A style of education in which students learn via electronic and online media with traditional face-to-face teaching. – Oxford Dictionary
• A combination of various pedagogical approaches (e.g., constructivism, behaviorism, cognitivism) to produce an optimal learning outcome with or without instructional technology (Friesen, 2012).
• A combination of any form of instructional technology (e.g., videotape, CD-ROM, web-based training, film) with face-to-face instructor-led training (Driscoll, 2003, p. 1)

What blended is and is not.

Blended learning requires a mental shift from how we currently deliver information to our students. Technology is genuinely leverage for blended learning. However, technology alone will never produce the kind of thinkers the 21st century requires (Adams, 2020).

• Blended learning is purposeful and systematic, flowing between digital communication and face-to-face interactions. The use of LMS (learning management systems) to access assignments, video uploads, and online discussion boards all connect to classroom instruction’s overall purpose.
• Blended learning is not teaching in the school setting with random internet assignments spaced throughout the year.
• Blended learning is using laptops and phones to communicate and share resources that would otherwise be inaccessible. Thus allowing students to learn authentically.
• Blended learning is not defined by operating as a 1:1 school, where technology is used to post and collect assignments.

2. Overview of the Case

To say that 2020 has been a hectic year would be an understatement for many. Due to the Covid-19 pandemic, many have had to make adjustments to their daily lives. One of the most significant adjustments was in the field of education. Students’ day-to-day routine was disrupted abruptly as they went from seeing their peers face-to-face to none at all within an instant. By mid-March, many schools were left scrambling to create a plan for what virtual learning was supposed to look like amongst an uncertain future. In this situation, my private charter school system decided that children would complete the 2019-2020 school year following a strictly asynchronous classroom model.  Children who barely used a computer (for educational purposes) went from being codependent to independent learners without any formal preparation.  The students were expected to effectively plan and prioritize assignments to complete their work on time. For my subject area (ELA), teachers would post assignments – the class would watch a video to “learn” content. Then, instructions were given, and students were expected to get the work done.  As a result, many instructors complained that students did not complete their work and were ultimately disengaged with content for the duration of the year. Overall, I would say that the end of the last school year was not successful.

Unfortunately,  this year does not appear to be going any better. The school system is implementing its version of “blended”/ hybrid learning, which they believe will increase student engagement and promote an authentic learning environment. For this academic year, the parents and students have the option to work from home or in-person. During the day, the first half of the class period is synchronous (live), while the other half of class time is asynchronous (independent). Students listen to a lecture from the instructor, and then they are assessed (formative or summative) on what was taught. In this case, the term blended learning has been misrepresented. According to the definitions provided, blending learning is not operating as a 1:1 school, where technology is used to post and collect assignments. It is also more than teaching synchronous or students working asynchronously. It clear that the school system does not understand the scope of what blended learning is or what it could be. However, it is not their fault. This misunderstanding is due to the ambiguity and the many interpretations of the blended environment. Within this chapter of LT8000, the primary focus will be on four distinct blended learning modules most commonly used in schools and what they look like in practice. They are the rotation model, flex model, self-blended model, and enriched virtual model.

3. Solutions Implemented

  

When preparing to implement blended learning into the academic setting, it is important to note many schools do not rely on just one of these models. Teachers and school leaders typically pull components from the models they find most effective to create a unique experience for their students.

1. Rotation Model– most educators are likely to be already familiar with this model because it primarily occurs on a school campus with a teacher. With this model, students rotate on a fixed schedule or at the teacher’s discretion between different learning activities or stations. Within a blended rotation model, at least one of these modalities is online learning. Rotation activities could include one-on-one time with the teacher, peer group interactions, teacher-led lessons, and independent study. Within the blended rotation model, there are four sub-models/ categories: Station Rotation, Lab Rotation, Flipped Classroom, and Individual Rotation.                                     

• Station Rotation– within a single classroom, students rotate through all learning activities on the same schedule when prompted by either their teacher or the clock. 
• Lab Rotation– Students rotate on a fixed schedule or at the teacher’s discretion among the brick-and-mortar campus locations. At least one of the learning lab spaces is predominantly for online learning. The Lab- Rotation model differs from the Station-Rotation model because students rotate among campus locations instead of staying in one classroom. 
• Flipped Classroom– Within the flipped classroom, students spend their time away from school learning content independently through online video lectures (asynchronous time). The class time (synchronous time) is redesigned so that the teacher is no longer the focal point and is used for “homework” or reiterate the content that was learned independently. The Flipped- Classroom model accords with the idea that blended learning includes some element of student control over time, place, path, and/or pace because the model allows students to choose the locations where they receive content and to control the rate at which they move through the online elements (Horn & Stalker, 2012). 
• Individual Rotation- Students rotate to some not all learning stations based upon individual needs. The students’ schedule is based upon the teacher or particular algorithm. 

2. Flex Model– Within the Flex Model, students are learning at their school campus. However, content and instruction are primarily delivered via the internet. Students in the Flex model benefit from learning at their own pace online. Their schedules are individually customized and fluid. The teacher- of- record is on-site and provides face-to-face support to help students in challenging areas or go more in-depth in content areas a student has mastered. As students work, the teacher might initiate small group instruction, group projects, and individual tutoring. Some implementations of Flex have substantial face-to-face support, while others may have minimal.                                                                            
3. À La Carte Model– This blended learning model is commonly implemented at the high school level. With the À La Carte Model, students have the option to pick and choose courses to take online. By doing so, they supplement their existing course load at their school campus. Students may choose to enroll in a class not currently offered by their school, such as an advanced placement course. The course they take can be completed entirely online during an off period, such as study hall or outside of school. This model is different from full-time virtual schools because it does not makeup students’ entire school experience. While some courses are online, others are taken in school, and students still benefit from interactions with peers and teachers.                                                                     
4. Enriched Virtual – When implemented, the Enriched Virtual model can be a whole-school experience. This model allows students to spend most of their time completing their coursework online remotely, along with required in-person learning sessions with their teacher. While online learning is fundamental to the Enriched Virtual model, it differs from full-time virtual schools because face-to-face learning is a required component of the course work, not optional as it is in full-virtual schools (Horn & Stalker, 2016). Many Enriched Virtual programs began a full-time online school and then developed blended learning programs to provide students with brick-and-mortar school experience (Horn & Stalker, 2012, p.15).   

4. Outcomes

As previously mentioned, the 2019-2020 school year was chaotic for parents, students, and school districts across the nation. Many guardians and teachers are now trying to manage a new normal where younger students learn behind a computer screen full time. In doing so, there have been many struggles in trying to navigate these murky waters. Parents struggle to ensure their children complete assignments, whereas teachers struggle to keep students engaged and attentive. For the public charter school system that I teach, the last school year’s end was stressful—welcoming a much-deserved break during the summer. This year, as the system implements its version of blended learning, a half synchronous/ asynchronous session (with some students in person while others are online), teachers have expressed concerns about students’ disengagement and feelings of expiration/ being overworked. Unfortunately, this particular situation is not a true reflection of a blended learning environment. There are many different models of blended learning that schools and teachers can implement and customize to accommodate the impact of Covid-19. However, working on the computer live with students, posting, and collecting assignments does not constitute for a blended environment. When blended learning is done correctly, there are many benefits/positive outcomes, and the feeling of frustration is combated.

Why Blended Learning is Important:

Blended learning is a mixture of learning methods that incorporate multiple teaching models (eLearning being used most frequently) and traditional face-to-face learning. It is the evolution of the growing accessibility of eLearning and online resources.

Blended learning is important because it breaks down traditional teaching methods often provided in the brick-and-mortar school setting that does not work for all students. By using present-day technologies and resources, instructors can tailor the learning experience for their students. Blended learning also offers flexible time frames that can be personalized to each person, allowing them the ability to learn at their own pace (TeachThoguht Staff, 2016).

Benefits of Blended Learning:

• Flexibility: Blended learning classes offer flexibility for teachers in how they present materials. For students, they have the ability to practice self-pacing and determine the time and space in which they are learning. These options reduce stress, increase satisfaction and information retention.
• Engagement: When technology is integrated into school lessons, learners are more likely to be interested in, focused on, and excited about the subjects they are studying—all of these things combined increase information retention (TeachThoguht Staff, 2016).
• Differentiation: “Because blended learning incorporates a variety of instructional approaches, learning activities can be tailored to address numerous learning styles. Additionally, high-quality digital educational tools allow teachers to measure each student’s individual learning level and provide activities and instruction that meet the child where they are to give them appropriate lesson material” (Walker, 2018).
• Learning is more accessible: With traditional teaching methods, educational materials are only available during classroom hours—a physical classroom limits access to only those who can participate at a fixed time and location. In contrast, a virtual classroom is more inclusive of remote audiences. With new learning apps and other technological advances, students have the flexibility to access and engage with academia from home.
• Teacher Empowerment: By incorporating technology into classroom instructions, they are able to reach and assist more students. Teachers can move within stations or activities to interact with small groups of students or individuals and check on progress. Data provided by the technology programs provide teachers with insights on each student’s learning progress so they can effectively address gaps.

5. Implications

When done correctly, blended learning has the potential to restructure the classroom in the most fundamental way- making it student-centered. Meaning, the best interest of the student is always the priority. When blended learning is incorporated into classrooms, various educational programs, instructional approaches, and academic-support strategies are used to address the distinct learning needs of individual/ groups of students. However, as with any instructional model, blended learning does have challenges that may occur when utilized. Such cons include the following:

1. Technology Can Be Challenging Rather Than Useful: The use of technology is a vital part of the blended environment. Thus, teachers must be technologically literate. Not all digital resources are easy to use and reliable. This can present a real problem for teachers who are not fluent in technology.
2. Blended Learning Make Teachers Overwork: A great deal of additional work goes into blended learning for teachers to ensure it operates efficiently and effectively. They have to pull the right resources to use within a lesson, the right balance between face-to-face and online learning is needed, and room for errors has to be accepted. Unfortunately, not all willing to accept such parameters.
3. Students Can Experience Cognitive Load, Too: “With a great range of possibilities provided by the blended learning model, teachers may start overdoing with educational activities and content” (Hunt, 2016).
4. Plagiarism and Credibility of Sources Can Become An Area Of Concern: To create a digital-friendly environment, teachers must be mindful of reviewing proper etiquette when students are using or viewing internet sources. Such as, not all resources present factual information. Also, it is essential to give credit where it is due to avoid plagiarism.

Though one might encounter one or many of the challenges listed, it is vital to remember that the risk is worth the reward. The difficulties of blended learning are worth it if the student’s learning experience is meaningful. “The disadvantages of this strategy are more than overcomeable. If teachers keep an eye on their students and provide strong support to them, more quality courses will be delivered (Hunt,2016).

 References

Adams, S. (2020). BLENDED LEARNING: A Foundational Approach. Techniques: Connecting Education & Careers., 95(6), 20–25. Retrieved from MasterFILE Elite.

Driscoll, M. (n.d.). Consultants point of view. Retrieved from https://www-07.ibm.com/services/pdf/blended_learning.pdf

Friesen, N. (2012). Report: Defining Blended Learning (pp. 1–10). Retrieved from https://www.normfriesen.info/papers/Defining_Blended_Learning_NF.pdf

http://www.facebook.com/teachthought. (2018, October 17). The Benefits Of Blended Learning -. Retrieved from TeachThought website: https://www.teachthought.com/technology/the-benefits-of-blended-learning/

Hunt, V. (2016, December 18). Pros And Cons Of Blended Learning At College. Retrieved from eLearning Industry website: https://elearningindustry.com/pros-cons-blended-learning-at-college

Maxwell, C. (2016, March 4). What blended learning is – and isn’t – Blended Learning Universe. Retrieved from Blended Learning Universe website: https://www.blendedlearning.org/what-blended-learning-is-and-isnt/

Singh, H. (2003). Building Effective Blended Learning Programs. Educational Technology, 43(6), 51–54. Retrieved from https://www.jstor.org/stable/44428863

Staker, H., & Horn, M. B. (2012). Classifying K-12 Blended Learning. In ERIC. Retrieved from https://eric.ed.gov/?id=ED535180

Understanding the Different Blended Learning Models. (2016, August 6). Retrieved December 3, 2020, from Raise Your Hand Texas website: https://www.raiseyourhandtexas.org/blended-learning/understanding-different-models-blended-learning/

Waite, C., White, J., Fisher, J., & Arnett, T. (2017). Models | Blended Learning Universe. Retrieved from Blendedlearning.org website: https://www.blendedlearning.org/models/

Walker, S. (2018, September 12). 5 Benefits of Blended Learning. Retrieved from Imagine Learning website: https://www.imaginelearning.com/blog/2018/09/5-benefits-blended-learning‌

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