UPDATED 5/5/2021 BLENDED LEARNING AND PBL LEARNING PROPOSAL LITERATURE REVIEW

UPDATED Review of the Literature

Blended learning and PBL in a Science Class Literature Review

Kathryn Lindley

Department of Education, Lamar University

EDLD 5314: Digital Learning in a Local and Global Context

Dr. Julene Reed

May 5, 2021

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Update May 5, 2021

The literature review above was completed in June of 2020, due to the COVID-19

pandemic the author was able to implement the innovation plan as intended. This update

to the literature will add to the original research, in hopes that the author will be able to

implement this innovation in the school year 2021-2022. New/updated research will be

bolded.

Review of the Literature

In the early 20th century school was a one house school room which housed students of

multiple ages and academic backgrounds. As technology improved more and more devices

started popping up in schools and classrooms. From radios in the 1920s to the first television in

1939, then the 1960s brought in the whiteboard to replace a chalkboard, eventually Apple

Microsoft computer was introduced in 1984 (Infographic, 2014). Once computers became more

common in society they found their way into classrooms and eventually into the hands of

students. Schools have always used technology in some form since its creation, but the way we

utilized the technology is more important.

In this literature review we will explore how blended learning and project based learning

will deliver effective instruction in the 21st century. According to research by Schoology in the

2018-2019 school year the most frequently used instructional approaches were “differentiated

instruction (73.5%), blended learning (54.8%), and individualized learning (47.8%)” with

blended learning receiving very high marks for student engagement (Trach, n.d.). Blended

learning and project-based learning will be the focus of this review, using sources no older than

15 years and emphasizing schools in the United States with a priority on Science classrooms.

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The conclusion of this review will show that a properly implemented blended learning and

project based learning will yield a student with 21st century skills.

What is blended learning?

“Blended learning systems combine face-to-face instruction with computer-mediated

instruction” (Keeping Pace with K-12 Digital Learning, 12th Edition, 2015). In other words,

students must receive some kind of online instruction, such as a self-paced canvas course, and a

face-to-face component. Within the umbrella of blended learning there are four main groups

according to Blended: using disruptive innovation to Improve Schools they are; Rotation Model,

Flex Model, A La Carte and Enriched Virtual (Graham, 2006).

Examples of blended learning can be seen all over the United States most notably KIPP

Academy in Los Angeles that implemented a station rotation model to better utilize their small

group instruction. When they started this switch there were roughly 100 students and 5 teachers

per grade level with very few class computers. As they shifted into a blended model around 15

laptops were implemented into each classroom, and 2-3 small groups were created for each of

the core subjects. Rotations could include workstations led by a teacher, interventions with

another teacher, or an automated laptop lesson. As a result, students labeled as “proficient or

advanced level jumped from 36 percent to 96 percent during the course of its inaugural 2010-11

school year” (Bethesda, 2017). Student learning styles have become a hot topic argued both for

and against changing the way we educate students. The International Journal of Evaluation and

Research in Education conducted research to see whether or not blended learning was beneficial

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for certain learning styles. The results showed that all learning style and blended learning

yielded the same results in the more than one hundred students observed (Shamsuddin, 2020).

Previous research has studied the trends in top-cited blended learning (BL) research

overall (Halverson, Graham, Spring, & Drysdale, 2012; Halverson, Graham, Spring,

Drysdale, & Henrie, 2014). These studies examined the themes of those top-cited

international articles in an effort to better understand the research community’s interests

and concerns. The majority of blended styles were seen in High school/ secondary

education platforms (Spring & Graham, 2017). This works out well for the author because

their innovation plan will take place in a high school science setting.

In The handbook for blended learning; Bonk and Graham stress that no matter what

country or setting the learning is occurring, the learning must be meaningful and

authentic. Learning must have a defined purpose and the delivery of the learning is

determined by its authenticity. The book provides examples from many different countries

and their uses of the authentic blended learning styles.

What is Project based learning?

“Project-based learning is a dynamic classroom approach in which students actively

explore real-world problems and challenges and acquire a deeper knowledge” (What is project

based Learning?, n.d.). Many different websites and books offer Project-based learning ideas

for students to use their knowledge to solve real world problems. Though solving a real world

problem is the most common form of project based learning, others include: teach others a new

skill, make predictions about an alternative future, take on a fictional role with a mission to

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accomplish, and research an issue and then justify an opinion (KOLOGI, 2018). Many students

experience a lack of motivation in school and or classwork, and this idea leads educators to look

for more relevant instruction. According to Setting the Standard for Project Based Learning

“students who previously did not do their assignments, or turned in shoddy work, become more

responsible and step up their work quality when they care about a project” (John Larmer).

Project based learning is best used when students can obtain a deeper understanding of the

content they are studying which is explained in Higher Education Vol 51. Both "pedagogical and

psychological motives” of project-based learning are explored in a secondary setting (Laura

Helle, 2006). Multiple cases in this study mention the importance of motivation and engagement

in the classroom; which leads to better understanding and success in the future.

Project based learning on a global scale seems like a large undertaking for most

teachers. PenPal schools blog has some great ideas to take local projects and expand them

to international. “Global connections not only increase engagement for students and

improve social & emotional skills like empathy, but they also require students to improve

communication skills like reading, writing, and digital literacy. Global connections can take

your project-based learning unit to the next level” (How to Support Global Collaboration

through Project-Based Learning, 2020) Penpal School blog has resources to help teachers

build that global community which will then help their students grow as well.

How do you Implement these systems?

When disrupting a classroom or school learning style, many people will be opposed.

Disrupting Class: How Disruptive Innovation Will Change the Way the World Learns outlines

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what an educational disruption is and how to implement one effectively (Clayton M.

Christensen, 2008). Even though research can show how effective these models can be, change

will usually not be received with open arms. When looking at populations involved in the

changes; administration, faculty, parents and students will need to be considered. Harapnuik has

curated 4 steps to implement a disruptive system in an already established school system; these

steps include: “1. Start with the Why 2. Identify and enlist key influencers 3. Install an effective

institution strategy and 4. Enlist and empower self- differentiated leaders” (Harapnuik, 2014).

What are the benefits of using blended learning and project based learning?

Why should a teacher or school consider switching to a blended learning model and or a

project based learning model? Both can be adapted to any classroom or school if the participants

are willing to change. It may be difficult in the beginning, but results show us that these

customizable systems not only increase engagement but also lead to more students being

successful. According to research conducted by The International Journal of Research in

Education and Science students in low socioeconomic backgrounds showed marked

improvements in blended models versus a standard brick and mortar classroom (Seage, 2020).

Research done by the PNAS found similar results in their comparison of learning through a

blended model and a non-blended model many schools still utilize (Deslauriers, 2019).

Conclusion

As technology changes, we as a society need to change the way that we educate our

children to meet their needs most effectively. The research shows us that students who are

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engaged and feel a connection to their learning are more likely to continue in school. Whether

school or teachers choose a blended model or project-based learning in their environment they

can count on their students being more successful in the future. By implementing one or even

both of these models teachers and administrators can be sure the student in their classes will be

better prepared for the future.

Reflections after updating

Blended learning and PBL both have many pros and cons to their systems. Pros for

blended learning include; “Collaborative learning experiences, increased accessibility,

better communication, and successful evaluations” (Stinehour, 2014). The author agrees

that all of these pros were found in their practice of implementing the blended learning

style. Students who were motivated to be successful were able to manage their learning

with help from the teacher as needed. Other students required more help and facilitation

depending on their needs. Falling behind was a problem as well as the other cons with

blended learning. Students became dependent on their devices and struggled/ complained

when they didn’t have them. Technology was not uniform across the students and were

unable to find the help that they needed when devices were not working. District IT help

was difficult to get a hold of and sometimes unresponsive.

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References
Bethesda, M. (2017). Los Angeles Empower Academy First School In KIPP Network To
Embrace Blended Learning. Education Week, Bethesda, Md. Education Week,.
Bonk, C. J., Graham, C. R. (2012). The Handbook of Blended Learning: Global
Perspectives, Local Designs. Germany: Wiley.
Clayton M. Christensen, M. B. (2008). Disrupting Class: How Disruptive Innovation Will
Change the Way the World Learns.
Deslauriers, L. S. (2019). Measuring actual learning versus feeling of learning in response to
being actively engaged in the classroom. Proceedings of the National Academy of
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Dole, S. F., Bloom, L. A., & Doss, K. K. (2016). Rocket to Creativity: A Field Experience in
Problem-Based and Project-Based Learning. Global Education Review, 3(4), 19+.
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‌ ow to Teach Writing Through Global Connections. (2011). PenPal Schools.

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‌ ow to Support Global Collaboration through Project-Based Learning. (2020). PenPal

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