Review of the Literature

Blended Learning

Melanie Cockshott

Department of Education, Lamar University

EDLD 5314: Digital Learning in a Local and Global Context

Dr. Julene Reed

May 9, 2021
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Review of the Literature

Classrooms today are preparing students for 21st-century careers that do not yet exist

(Hallerman, 2019). These careers will require skills that include, but are not limited to, transfer,

metacognition, teamwork, technology, and creativity (Saavedra, 2012). Although there is no

clearly defined and universally accepted list of 21st-century abilities to be taught that will

guarantee success, most will agree that the abilities students need involve higher-order, more

complex thinking skills not typically taught using today’s outdated, monolithic models of

education (Horn & Staker, 2017). Today’s teachers are called on, not to teach a curriculum that

focuses on memorization, tests, and grades, but are called instead to teach “learners how to

learn” (Hallerman, 2019).

There is a classroom model in education that has been around for years that addresses

many of the needs of 21st-century learners, and that model is blended learning. This literature

review analyzes a variety of research to define blended learning, explain how two specific

models of blended learning, the Station Rotation and Flipped Classroom models, allow for the

development of 21st-century skills, and the changing role of the teacher in the blended learning

classroom.

What is Blended Learning? Blended Learning

“Blended learning is any formal education program in which a student learns at least in

part through online learning, with some element of student control over time, place, path, and/or

pace” (Horn & Staker, 2017). Many educators focus on the “online learning” aspect of the

definition, assuming it means the same as “technology-rich.” (Horn & Staker 2017). While there

are many benefits to a technology-rich classroom; word processing, the ability to search for up to
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date information, and engaging in learning games, to name a few, these uses are failing to

revolutionize education in meaningful ways (Christensen et al., 2017). This is attributed to the

fact that many teachers continue to use computers primarily as a tool in teaching students

through the use of power points and other digital programs, or for having students do web-based

research activities simply, sustaining their existing pedagogies (Christensen et al., 2017).

If teachers want to see the transformational changes technology can make in the

classroom they must learn to use online learning to enhance lessons and class time in a more

authentically, as opposed to allowing the technology to act as the driving focus in their teaching

practices (Bergmann & Sams 2012). Studies have shown that when contrasted against the

conventional face to face instruction and online-only instruction, blended learning proves more

effective across all age ranges (U.S. Department of Education, 2010). Blended learning models,

also referred to as hybrid models, introduce online learning into traditional classrooms not to

replace, but rather to complement traditional teaching methods (Werth, et al., 2013). The most

common blended learning model categories are: Rotation, Flex, A La Cart, and Enriched Virtual,

with many teachers mixing and matching models to create a combination approach (Horn &

Staker 2017).

More important to the blended learning model is the shift in methodology to a more

student-centered approach to learning (Powell, et al., 2015). Student-centered learning combines

personalized and competency-based learning to help students develop agency and ownership to

guide their learning (Horn & Staker, 2017).

Station rotation model. Station Rotation is a classroom model that has been around for

decades and remains one of the most popular blended learning approaches (White, 2019). It
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involves students moving among a teacher prescribed set of learning modalities within the

classroom (Horn & Staker, 2017). The stations vary by teacher, with the commonality of having

at least one station that involves some type of online learning (White, 2019). Typically, other

stations include a teacher led small group station and offline stations that allow students to work

with the content in different ways, including collaboration with classmates. Station Rotation is

an adaptable model that allows teachers to make changes based on student needs (Maxwell,

2017). This adaptability allows for a more personalized education for students as teachers

differentiate stations and lessons based on the level of student mastery.

Flipped classroom model. In simplest terms, the Flipped Classroom Model is a “form

of blended learning in which students learn online at least part of the time while attending a

brick-and-mortar school” (Horn, 2013). In a flipped classroom students are assigned some type

of pre-work that they are expected to finish before class that prepares them for the active learning

that will happen in the classroom (Howles, 2015). Frequently this pre-work consists of watching

teacher-created videos of the following day’s lesson; however, it can also be TED Talks, Khan

Academy videos, online textbooks, or any combination of high-quality materials that prepares

students for class (Braseby, n.d.). To reap the benefits of posting the lessons online for students

to watch teachers must train students to watch effectively (Bergmann & Sams 2012). This means

turning off other distractions (Bergmann & Sams, 2012), learning to work at their own pace by

pausing and rewinding the video as needed (Ilgu & Jahren, 2015), and giving students some type

of work that allows them to interact with the information they are learning, such as notes,

assessments or outlines (Braseby, n.d.). Struggling students who are unable to keep up during

traditional classroom lectures, such as slow processors or non-native speakers, benefit greatly

from this format (Bergmann & Sams, 2012). Not only can online lessons be used to prepare for
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class, but they also serve those students who were absent and as study aids for test preparation

(Tucker, 2011).

Restructuring the class by moving the lesson portion to homework allows teachers to

rethink all aspects of class structure in order to maximize the time students spend in face to face

instruction (Tucker, 2011). When students come to class prepared with the knowledge they need

for the day, the classroom becomes a more interactive environment (Horn, 2013). School time is

now reserved for applying concepts students learned to peer-to-peer collaboration (Johnson, et

al., 2014), small group instruction (Johnson et al., 2015), problem-solving, or any activity that

connects to the content students acquired the night before (Braseby, n.d.).

Changing Role of Teachers

Despite the many innovations introduced to the classroom, student achievement is still

based on quality educators and leadership (U.S. Department of Education, 2013). What defines a

quality educator has changed over the years as blended learning has gained popularity. Today’s

teachers are expected to fill a variety of roles in the classroom that include “coaches, concierges,

guides, and mentors, instead of purveyors of information” (Powell, et al., 2015); they are

responsible for shaping students into quality digital citizens (Freeman, et al., 2017) and life-long

learners (Johnson, et al., 2014). In a blended learning classroom teachers no longer serve as the

content expert, lecturing and dispensing information in front of the class (Johnson, et al., 2015);

that role has been taken over by the internet with its vast array of up to date information. Instead,

teachers act as learning facilitators, curating lessons and projects that produce a more

personalized education for their students (Adams, 2016). By acting as learning facilitators in

the classroom teachers have opportunities to anchor academic content to relevant lessons that
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foster desirable skills like collaboration, creativity, critical thinking, and communication

(Hallerman, 2019).

If teachers want students to learn 21st-century skills, they must intentionally teach them.

The traditional method of “transmission” teaching, where teachers transmit the knowledge they

have to students with little or no time for applying the newly acquired knowledge does not foster

the deep thinking or problem-solving abilities inherent in 21st-century skills (Saavedra, 2012).

Conclusion

The goal of education today is no longer to produce students who can memorize

information and score well on standardized tests. That type of outdated system is a disservice to

the 21st-century learners in today’s schools. The goal of the modern education system is to create

life-long learners that can meet the demands of an ever-changing world (Hallerman, 2019). This

means incorporating activities that involve collaboration with classmates, complex problem-

solving opportunities, and self-directed learning in order to develop the critical thinking skills

essential in contemporary society. These types of activities are supported in blended learning

classrooms. The various models of blended learning allow teachers to customize the modalities

that best fit their learners. This also gives teachers the opportunity to change their role from

content expert to learning facilitator.

Global Lessons Learned in Technology Implementation

Blended learning, including the use of the flipped classroom, has been well received from a

global perspective, and has an overall positive effect on education (Tham, 2011; Zheng, 2020).

Case studies from around the world give insights into how various countries have implemented

blended learning, the benefits of those implementations, and the struggles various countries have

encountered. Reviewing these studies can assist schools struggling with implementation issues
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by highlighting what works, and what could have been done better in the process of adapting

blended learning innovations in schools.

What Worked?

Common themes prevailed throughout various case studies where blended learning

initiatives were successful. One commonly identified predictor of success was the belief that the

adoption of a blended learning model must fit with the learning goals and existing mission of a

school (Bernatek, 2012; Chan, 2014; Wilka, n.d.). Simply adding more technology, without

incorporating its use into the existing ideology of a school, does not guarantee success (Chan,

2014). Schools should be prepared to set aside significant amounts of time for creating their

blended learning schedules, including how to minimize wasted time by creating and practicing

movement plans, and expectations for students (Bernatek, 2012; Wilka, n.d.). Despite the time

and preparation invested in establishing a plan, adopting blending learning is an ongoing process,

and successful implementation requires that schools recognize the need for constant evaluation

and willingness to change when needed (Bernatek, 2012; Venezky, 2008; Wilka, n.d.).

Effective use of teacher time was another important element in the successful adoption of

a blended learning program. While students are involved in station rotations, collaborative

learning, or other activities, teachers have more time to spend working with students in small

groups and providing more personalized instruction (Chan, 2014). The use of technology to

facilitate quality teaching, automatic grading and data analysis also frees up teacher time for

more meaningful activities such as in depth discussions (Bernatek, 2012; Johnson, 2016;

Venezky, 2008). Flipped classrooms, in particular, allow teachers to spend class time focusing

on individual students and low achievers (Lo, 2017).

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Quality pedagogy and effective use of technology are crucial to a successful blended

learning program (Chan, 2014; Gedik, 2013). The key is incorporating technology into best

practices and evidence based teaching, as opposed to creating a technology driven program

(Dickson, 2020). Blended learning increases active learning time in classrooms (Yang, 2014).

Superior programs fill that increased learning time with high quality content such as: authentic

learning experiences, real world problems, and collaborative activities (Gedik, 2013; Johnson,

2016).

What Could Have Been Done Better?

The primary issue underlying unsuccessful blended learning initiatives world-wide is lack

of teacher training in both quality course design and the technology itself (Johnson, 2016; Tham,

2011; Venezky, 2008). Without proper training blended learning becomes a program that simply

digitizes traditional learning through the use of online textbooks and digitized worksheets (Tham

2011; Venezky 2008). Outdated pedagogy and the adherence to traditional teaching methods

hinder the acceptance of blended learning as a viable alternative (Tham, 2011). Teachers

without the appropriate training fail to understand the advantages of integrating technology in the

classroom (Apandi, 2020; Lo, 2017). Technology is more than just computers; it also

encompasses tablets, phones, other hardware and software, and in many cases teachers are

expected to know how to operate and repair all of these devices (Venezsky, 2008; Yang, 2014).

Lack of technology access has also been shown to hinder the adoption of blended

learning programs (Yang, 2014). Digital inequities were brought to the forefront of education

during the pandemic, when many students were forced online, yet lacked the resources to work

in that capacity (Pelletier, 2021). Case studies reveal that worldwide access to technology

devices range from a 1:1 student to device ratio to 26:1. (Venezky, 2008). Furthermore there is
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no guarantee that those devices are up to date. Many are obsolete with no funding available to

replace them when needed. Venezsky (2008) goes on to point out that not only is access to

quality hardware an issue in some schools, so too is reliable internet access.

Applying Lessons Learned

After examining the preceding data on the global lessons learned in implementing the use

of technology, specifically in a blended learning classroom, several key ideas for successful

application emerge. First and foremost all parties involved, administration and teaching staff,

must integrate the ideas behind the adoption of blended learning with the existing learning goals

and mission of the school. Taking the time needed to solidify the integration of these two

ideologies clarifies the why behind the adoption of blended learning and helps focus the steps

needed for successful implementation.

Once the why is clarified, steps must be taken to create a blended learning plan. Blended

learning plans should be unique to the schools implementing them, and based on student needs

and teacher knowledge. While taking the time to make a plan is an imperative step to success,

the school must also foster a culture of change and be willing to adjust that plan, as needed based

on an ongoing system of data collection.

Steps to implementation need to be laid out in a logical sequence. Details such as

schedules and movement paths need to be established. Processes such as teaching updated

pedagogy and the use of quality technology resources in the classroom need to be added to

teacher professional development. Creating explicit expectations for students and teachers will

aid in maximizing learning time. Adequate time for consistent teacher collaboration must also be

built into the schedule. The more comfortable teachers are with the technology and new

procedures in a blended learning environment, the more likely they are to consistently use them.
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Avoiding pitfalls such as failing to adequately prepare and support teachers, create a

dependable system of technology updates, repair and maintenance, and ensure that all students

have equal access to the materials needed to be successful will aid in the successful

implementation of blended learning.

Gaps in the Research

There are a plethora of articles examining blended learning available on the internet. Due

to the longevity of its use in schools, quite a few studies have been done on implementing

programs in a variety of schools, both here in America and abroad. Very few of those studies,

however, focus on the effects of blended learning in elementary schools. Most studies focused

on blended learning in high schools and colleges. Furthermore, no research was found on

whether there were any long term benefits of starting blended learning in the younger grades

versus starting in secondary school.

Questions for Future Study

An interesting area of study would be a long term study on students immersed in a

blended learning environment from kindergarten through graduation. Topics to consider would

include: whether or not there are any benefits to long term immersion in blended learning

programs, whether or not blended learning programs better prepare students for college and

careers, and long term student engagement and enjoyment of schools that utilize a blended

learning model.

Summary

Due to the longevity of the use of blended learning world wide, there is an abundance of

research available. Research includes case studies on the process of blended learning

implementation in a variety of settings. These case studies indicate some key trends in what
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worked for successful implementation starting with aligning blended learning models with

current school mission statements, and adopting a culture of change and willingness to adapt as

needed. In addition, effective use of classroom time by both teachers and students including, but

not limited to, small group instruction, personalized learning and in-depth class discussion, was

also an indicator of a successful blended learning adoption. Finally, schools that focused on

quality pedagogy and made use of available technology to enhance instruction, as opposed to

drive instruction, also had successful blended learning implementations.

The most common pitfall in the adoption of a successful program was inadequate teacher

training in pedagogy and the technology they were expected to use. In addition, a lack of

reliable technology resources, including up to date devices and internet access prohibited the

implementation of blended learning in many places. While the focus of blended learning is not

on the technology itself, blended learning, by definition, is the integration of some type of

technology with face to face learning, and if there is no accessible technology, there can be no

blended learning.
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