Blended Learning in

Secondary and
Postsecondary
Education
Allison Frenzel
Search Procedures

Using EBSCO ERIC Educational Databases, I searched terms Blended

learning, Secondary, Education. I narrowed the search by selecting a date
range from 2012-present and identifying research studies that were peer
reviewed.
Annotation APA
Chen, W. S., & Yao, A. Y. T. (2016). An Empirical Evaluation of Critical Factors Influencing Learner Satisfaction in Blended
Learning: A Pilot Study. Universal Journal of Educational Research, 4(7), 1667-1671.

Douglas, K., Lang, J., & Colasante, M. (2014). The challenges of blended learning using a media annotation tool.
Journal of University Teaching and Learning Practice, 11(2), 1-19.

Eryilmaz, A. (2016). The Effectiveness Of Blended Learning Environments - Eric. Retrieved from
http://files.eric.ed.gov/fulltext/EJ1077330.pdf.

Tang, C. M., & Chaw, L. Y. (2015) Digital Literacy: A Prerequisite for Effective Learning in a Blended Learning
Environment?. The Electronic Journal of eLearning Volume 14 Issue 1 2016, (pp 5465)

Yapici, Ibrahim Umit; Akbayin, Hasan (2012) . High School Students' Views on Blended Learning Turkish Online
Journal of Distance Education.
Chen, W. S., & Yao, A. Y. T. (2016). An Empirical Evaluation of Critical
Factors Influencing Learner Satisfaction in Blended Learning: A Pilot
Study. Universal Journal of Educational Research, 4(7), 1667-1671.

Chen and Yaus study (2016) examined six dimensions and thirteen factors of blended learning such as learner (including
attitude towards technology), instructor (including attitude toward e-learning), course, technology, design and
environment on learners satisfaction toward e-learning component in blended learning environment (p. 1667).
Researchers developed surveys that evaluated e-learner satisfaction for the 100 participants of the study. This research
revealed only the design dimension, which included the factors of perceived usefulness and ease of use, to be the critical
factors for perceived e-learner satisfaction.

The study was comprehensive in that it differentiated between the learner and instructor and included several clear
components of the blended learning experience. The learners notion of ease of use was an important antecedent to
perceptions of satisfaction. An e-learning systems ease of use encouraged learners to devote their attention to learning
the content instead of spending effort learning the system. (Chen et. al., 2016, pg. 1670). Even more interesting was
the fact the the younger participants emphasized the importance of the design dimension, or interface in perceived ease
of use.

Results demonstrate the importance of graphic design and user-friendly interface in blended learning programs. This is
essential in creating a positive experience in young users and facilitating a successful b-learning model.
Douglas, K., Lang, J., & Colasante, M. (2014). The challenges of blended
learning using a media annotation tool. Journal of University Teaching and
Learning Practice, 11(2), 1-19.

Media Annotation Tools (MAT) are used across multiple disciplines in an Australian study that examined the use of a
MAT in postgraduate law; undergraduate programs in education, chiropractic and medical radiations; and vocational
programs in property services and audio-visual technology. Nine Cohorts of 355 students and 10 teachers voluntarily
participated in the study.

The mixed method research studied individual cases using MATs. Participants applied the tool to work in their respective
learning contexts. The mixed-methods approach included pre- and post-survey, interactive process interview and
learning-artefact analysis, which captured student experiences over two semesters (pg 5). The majority of survey
responses reflected a positive view of MAT as long as the instruction and pedagogy involves seem-less integration (p9).

Blended-learning curriculum design should layer content and be an integrated aspect of instruction and program design
rather than a supplemental aspect. This research demonstrates that integrating an online innovative tool such as MAT
using a blended-learning approach can reinforce and deepen reflective learning for professional or workforce knowledge
and skills. In the project, students and teachers identified at least four areas that need consideration in designing and
delivering blended learning: curriculum design, planning and communicating purpose, cost of time and effort and
potential (p 20), The integration of media annotation tools is relevant due to the widespread use of Google docs and the
comment tool for annotation and critical reading purposes in secondary and post-secondary settings.
Eryilmaz, A. (2016). The Effectiveness Of Blended Learning Environments -
Eric. Retrieved from http://files.eric.ed.gov/fulltext/EJ1077330.pdf.

In this study, students in a blended learning computer course evaluated effectiveness of the blended learning
environment in comparison with the other learning environments (Eryilmaz, 2016). 110 students participated in the study
over a fourteen week period. A scale analyzing acceptability and reliability was used to measure the effectiveness of the
blended learning environment. The scale included the following factors: face to face learning environments, online
learning environments, blended learning environments and technical issues. (Eryilmaz, 2016, pg. 251).

The scale model doesnt allow for individualized participant reflection, but provides a clear numerical collection of data for
analysis. The results clearly indicate that educational practices designed within blended environments are beneficial to
the students in terms of contentment, learning, attention and motivation.(Eryilmaz, 2016, pg. 255). The survey was
primarily focused on a students attitude towards blended learning rather than their success in a course.

The study is beneficial when looking comparatively at the blended learning model and the face to face model in terms of
student engagement. Furthermore, it demonstrates how blended learning had a more positive outcome for participants
than the face to face learning environments due to active cooperation and interaction with peers.
Tang, C. M., & Chaw, L. Y. (2015) Digital Literacy: A Prerequisite for
Effective Learning in a Blended Learning Environment?. The Electronic
Journal of eLearning Volume 14 Issue 1 2016, (pp 5465)

Tang and Chaw examined blended learning in a university setting using learning management systems (LMS). This
study set off to answer the question: Do students require digital literacy to be effective in learning in a blended learning
environment? This study provides evidence that for blended learning to be successful, there is a need for students to be
digitally literate (p. 65) Tang and Chaw show how blended learning promotes both independent learning and
collaboration by giving students the flexibility needed for individual schedules.

The study used an online questionnaire to collect data from participants in a post-secondary focus group. The
researchers looked at the four digital literacy constructs; i.e. underpinnings, background knowledge, central
competencies, and attitudes and perspectives, as conceptualised by Bawden (2008) and the revised Blooms taxonomy
as a point of departure, this study proposed a research model (p. 57). A total of 161 valid responses were analyzed.
Findings supported the idea that people who have high digital literacy can adapt well to elearning as they would find it
easy to learn the technologies specific for educational purposes, and are more efficient and effective in information
management (p. 65)

Tang and Chaws focus on the importance of digital literacy in successful blended learning environments . The research
offers a unique look at the transferability of this literacy into educational settings therefore important to discuss.
Yapici, Ibrahim Umit; Akbayin, Hasan (2012) . High School Students' Views
on Blended Learning Turkish Online Journal of Distance Education.

Ibrahim Umit Yapici and Hasan Akbayin (2012) conducted a case study in 2010 where a biology lesson was taught to a
small sample of 47 9th grade students attending Nevzat Ayaz Anatolian High School using the Moodle LMS as well as
face-to-face instruction. The teachers administered the lesson using a blended learning approach and examined how
students interacted and participated in the learning environment. To assess the process, they surveyed and conducted a
series of interviews with participants.

It was determined that blended learning allowed instructors to deliver information and measure outcomes with ease.
Students used class time more effectively and became more computer literate as a result of their participation. It also
allowed for flexibility in scheduling of class time which allowed instructors to help struggling students with research.
Additionally by publishing course documents and additional materials online, students had unlimited access to the
materials and decreased the instructors need to repeat instructions. The report included several direct quotations from
the student survey which provided insight into student perception. When looking comparatively at the blended learning
model and the face to face model in terms of student engagement, it is clear that the students in this study benefitted
from the blended learning model.

The feedback identified the need to provide students with access to computers if they are expected to succeed, which is
something not addressed in the other studies.
How do articles support each other?

Both Douglas et. al. (2014), Chen et. al. (2016), and Tang et. al (2015) determined that digital
literacy contributes to successful blended-learning curriculum design, ease of use, and
engagement.

Yapici et. al., (2012) and Eryilmaz (2016) identify the importance of recognizing limitations to
blended learning such as computer access at home and parental restrictions on internet use.

Both Eryilmaz (2016) and Chen et. al. (2016) demonstrate how learners benefit from the flexibility
of blended learning environments.

Chen et. al. (2016) and Yapici et. al. (2012) show that learner attitudes toward blended learning
are mostly positive
Unique contributions to the topic
(Chen et. al. 2016) Results demonstrate the importance of graphic design and user-friendly interface in blended
learning programs. This is essential in creating a positive experience in young users and facilitating a successful
b-learning model.

(Douglas et. al. 2014) This research demonstrates that integrating an online innovative tool such as MAT using a
blended-learning approach can reinforce and deepen reflective learning for professional or workforce knowledge
and skills (p. 20) .

(Eryilmaz 2016) The study demonstrates how blended learning had a more positive outcome for participants than
the face to face learning environments due to active cooperation and interaction with peers.

(Tang et. al. 2015) Findings supported the idea that people who have high digital literacy can adapt well to
elearning as they would find it easy to learn the technologies specific for educational purposes, and are more
efficient and effective in information management (p. 65)

(Yapici et. al. 2012) The study determined that blended learning allowed instructors to deliver information and
measure outcomes with ease. Students used class time more effectively and became more computer literate as a
result of their participation. It also allowed for flexibility in scheduling of class time which allowed instructors to help
struggling students with research
General ways articles could be
grouped/identify a theme

Digital Literacy and blended learning

(Douglas, Lang, & Colasante 2014)
(Tang, & Chaw 2015)
Blended learning and student engagement
(Chen & Yao 2016)
(Eryilmaz 2016)
Design and Interface in Blended Learning Environments
(Chen & Yao 2016)
(Yapici, Umit, Hasan 2012)
(Douglas, Lang, & Colasante 2014)
Blended Learning and Student Engagement

Chen and Yaus study (2016) examined six dimensions and thirteen factors of blended learning such as learner
(including attitude towards technology), instructor (including attitude toward e-learning), course, technology, design and
environment on learners satisfaction toward e-learning component in blended learning environment (p. 1667)
Researchers developed surveys that evaluated e-learner satisfaction for the 100 participants of the study. This research
revealed only the design dimension, which included the factors of perceived usefulness and ease of use, to be the critical
factors for perceived e-learner satisfaction. Younger participants in the study emphasized the importance of the design
dimension, or interface in perceived ease of use and engagement. Results demonstrate the importance of graphic
design and user-friendly interface in blended learning programs. This is essential in creating a positive experience in
young users and facilitating a successful b-learning model. Overall, participants expressed a positive attitude about the
blended learning experience when the program was designed to be learner-centered.
Furthermore, the results from Eryilmazs study (2016) clearly indicate that educational practices designed within
blended environments are beneficial to the students in terms of contentment, learning, attention and motivation (p. 255).
The survey was primarily focused on a students attitude towards blended learning rather than their success in a course.
The study is beneficial when looking comparatively at the blended learning model and the face to face model in terms of
student engagement. Furthermore, it demonstrates how blended learning had a more positive outcome for participants
than the face to face learning environments due to active cooperation and interaction with peers.