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Cockshott Melanie 5314 Litreview
Cockshott Melanie 5314 Litreview
Blended Learning
Melanie Cockshott
May 9, 2021
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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,
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complex thinking skills not typically taught using today’s outdated, monolithic models of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
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.
“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
personalized and competency-based learning to help students develop agency and ownership to
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
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.).
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
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
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
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
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).
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
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
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
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
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
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
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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