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Blended Learning Research in Higher Education and K-12 Settings
Abstract
Blended learning is adopted widely in educational settings. Over the past decade, blended courses have increased in higher education (HE), and currently blended learning is expanding in K-12 as well. As blended learning becomes more prevalent, opportunities for research into blended learning are also increasing. Researchers and practitioners need to know the current issues and lines of inquiry prominent in blended learning to direct them to the cutting-edge research and enable them to identify the most pressing problems. This chapter synthesizes and categorizes current blended learning research, with recommendations for future directions. Issues addressed in HE blended learning and K-12 blended learning are identified, compared, and evaluated by reviewing major research on the topic. Finally, future research steps and important research gaps are described.
... This practice is widely adopted across different levels in the field of education, which led to coined it as the "New Traditional Model" (Dziuban et al., 2018). Interestingly, Graham reiterated three categories of blended learning system relative to the nature of blended learning; (1) the enabling, which encapsulates the improvements to access and convenience; (2) the enhancing, which explains the incremental but not radical pedagogical change; and lastly (3) the transforming, which concerns more of the radical transformation of pedagogy (Halverson et al., 2017). Nevertheless, despite that the scholars provided the basic nature of blended learning, observing and tracking the growth of this approach is an arduous job due to its ambiguity (Dziuban et al., 2018). ...
... The other models applied for blended learning are situated levels of blends. The first level of blends is based on activity-lever blending, which occurs when a single learning task combines traditional face-to-face and computer-aided or somehow a combinatorial approach of face-to-face, computer-mediated, and single learning tasks (Halverson et al., 2017). The second model under the level of blends is the course-level blending. ...
... These two approaches are not homologous even though they involve the same computer-mediated activities. The main difference between these two is that course-level blending has a distinct task that students should undertake (Halverson et al., 2017). Furthermore, program-level blending is defined as a degree program that allows or requires both onsite campus and online courses. ...
The COVID-19 pandemic has changed the paradigm of traditional education to alternative learning modalities. One of these changes was the use of blended learning in the educational system. Blended learning is a pedagogical approach that combines face-to-face instruction with online learning as a viable solution to address the challenges introduced by the pandemic. The approach began to gain popularity in the Philippines during the post-pandemic period. The use of ICT to facilitate distance learning was emphasized during the lockdown period. As COVID-19 cases declined and classes started re-opening, adherence to health protocols, such as social distancing, was implemented. In this regard, limitations in the class population and outside exposure were addressed by the blended learning approach. Hence, this review article reiterates the pedagogical perspective of blended learning in the educational system during the global and local health crises. This paper reviews the nature of blended learning in the educational system by examining the various theories and models used, more specifically focusing on the advantages and disadvantages of blended learning in basic education. The reiteration of blended learning during the pandemic and related studies are also some focal points of this review article. In brief, blended learning refines the traditional modalities used in the educational system into something suitable for post-pandemic. It integrates the use of digital materials to create a more effective and engaging mode of delivery for learning. With these insights, the development of blended learning is inevitable in the education sector.
... In spite of the diverse definitions across the board, specific models have also developed through blended learning definitions. For instance, Halverson, Spring, Huyett, Henrie and Graham (2017) explained that Graham (2006) in which learners in the learning process are mostly separated by space (Geng et al., 2019;Katzin, 2020). Thus, blended learning brings together instructional technologies and pedagogies into a face-to-face and online environment to improve instructional delivery and learning in higher education institutions settings. ...
... Horn and Staker (2014) explain that even though they appreciate the flexibility and features and functions of online learning, they are unable to completely separate themselves from face-to-face sessions. Researchers argue that face-to-face social relationships appear to influence student satisfaction, perseverance and engagement in ways that cannot be achieved online (Halverson et al., 2017). ...
... Blended learning, a combination of in-person and online modalities, has become the "new normal" of higher education in the post-COVID era (Chen et al., 2018;Halverson et al., 2017;Norberg et al., 2011, p. 207;Vo et al., 2017). Blended courses have benefited students, instructors and universities (Owston et al., 2013;Park et al., 2016), and research in this field has focused predominantly on the design and delivery of blended courses. ...
A mixed-method approach is used to examine the relationship between university instructors’ practices in blended courses and their epistemological and pedagogical beliefs, and their attitudes toward technology. The study draws from a socio-constructive perspective and uses Fishbein and Ajzen’s belief and attitude theory and applies it to a blended framework. Data were collected using an online survey of 71 instructors, semi-structured individual interviews with 24 instructors and one to four classroom observations of 15 instructors. The interviews were audio-recorded, and the classroom observations were collected via hand-written notes. Data were analyzed via NVIVO 12 and SPSS. Findings explore relationships between instructors’ beliefs around knowledge, hard work and student self-regulation skills to their instructional strategies and involvement of students. The study also looks at instructor use of different technologies in blended courses and explores the connection between their attitudes towards technology and their practices. This study, thus, offers guidance to academic leaders, instructors, developers, and policymakers and has several implications for research and instructor development workshops.
... Recently, it was reported that almost all states in the uS offered their students BT options (Piccolo et al., 2021). Although there has been growth in the practice of BT in K-12 contexts, there is a lag in the research on K-12 BT (Halverson et al., 2017) and the preparation of teachers for BT (Lee & Martin, 2020;Pulham et al., 2018). Moreover, BT remains less prevalent in pre-service teacher education than in other higher education fields (Short et al., 2021), and limited information is available regarding how it functions among PSTs. ...
... Recently, it was reported that almost all states in the uS offered their students BT options (Piccolo et al., 2021). Although there has been growth in the practice of BT in K-12 contexts, there is a lag in the research on K-12 BT (Halverson et al., 2017) and the preparation of teachers for BT (Lee & Martin, 2020;Pulham et al., 2018). Moreover, BT remains less prevalent in pre-service teacher education than in other higher education fields (Short et al., 2021), and limited information is available regarding how it functions among PSTs. ...
... Additionally, students cannot practice or make up for missed practical sessions outside of the laboratory schedule. Modern technologies such as online courses [7,8], blended learning [9][10][11][12], and various computer-based platforms [13][14][15][16][17] are currently being used as solutions. ...
... In addition, the platform has also helped promote digital literacy among students. As the world becomes increasingly digital, students need to develop digital literacy skills that will enable them to thrive in the future workplace (Halverson et al., 2017). By using digital tools and technologies to access learning materials, complete assignments, and communicate with teachers and peers, students can develop various digital skills that will be essential in the future workplace (Heggart & Yoo, 2018). ...
... Early recommendations by the Iraqi Ministry of Higher Education and Scientific Research (MOHESR) were for universities to choose whatever freely available apps to communicate with the students online. 1 Google Classroom (GC), a free online platform launched in 2014 as a feature G-Suite for education, formerly Google Apps for education (Al-Maroof and Al-Emran, 2018), was then recommended for use in combination with other apps. 2 While there was no appropriate training on its use, workshops organised by individual lecturers on the use of GC have been delivered regularly since May 2020. 3 Meanwhile, during the same period (May-June 2020), several universities issued detailed guidelines containing instructions on its use. 4 Prior to the pandemic, the primary purpose of GC was to support face to face teaching and facilitate online learning asynchronously (Halverson et al., 2017). Since its introduction, the app has been "accepted and recommended by the educational community" for its flexibility and accessibility (Albashtawi and Al Bataineh, 2020, p. 79). ...
This paper explores the perspectives of Iraqi undergraduates studying consecutive and simultaneous interpreting (CI, SI) in the Department of Translation at Mustansiriyah University in Iraq following the sudden transition to the online environment due to Covid-19. The online mode of teaching and learning has never been adopted in Iraq before. This study, therefore, aims to investigate the challenges and opportunities that have emerged from this unprecedented experience of online learning. It does so by adopting a mixed-method approach combining an online survey and two online focus group sessions. We also conducted two online pilot experiments to test the feasibility of the Zoom app to teach CI and SI synchronously. The main findings of this study suggest that while a synchronous online learning environment would potentially contribute to enhancing interpreting skills, the online mode cannot totally replace actual classes in the Iraqi higher education context unless a rigorous infrastructure is first established.
The better understanding of language learning needs of the students can improve the programmatic facilitation of course content along with the improvement in students’ performance. The present study aims to ascertain the language learning needs of the students for the implementation of a blended Functional English course at undergraduate level in the context of the Women University Multan. This study utilizes mixed method approach to collect data for needs analysis. Survey and interviews were the major data collection tools for the current research investigation. Further, these tools were used to triangulate the data in order to get validation for the findings. The results showed that there are similarities as well as differences in the opinions of students and teachers regarding the knowledge and skills of reading and writing at the basic level. However, the findings showed that students need improvement in all the basic skills of reading and writing such as skimming, scanning, inference, vocabulary, sentence structures, and paragraph construction. The study also sheds light on the fact that training and access to technology both for the teachers and students are the two key factors for the successful implementation of blended courses in the context of the Women University Multan. Future research is recommended to employ quantitative needs analysis instruments; incorporate multiple case analysis; and incorporate other theoretical perspectives concerning second language learning.
The fast‐evolving digital landscape has dramatically transformed education practices worldwide introducing new frontiers and alternative approaches for innovative course design, instruction, and learning processes. The blended‐learning approach has continued to evolve and has provided infinite opportunities for teacher education with a kaleidoscope of audio, visual, and interactive virtual media for multidimensional pedagogy in the preparation of teacher candidates for elementary and secondary schools. Rooted in a constructivist, learner‐focused approach, blended learning offers myriad opportunities for reformulating courses to fuse online and classroom‐based sessions to enhance learner autonomy and ownership of learning processes, exploration, and discovery. Recent development of digital competencies standards for teacher education underscores the importance of teacher education programs to be at the forefront of this transformation, to develop blended‐learning courses, and to ensure that teacher candidates are best prepared for effectively teaching in schools using the digital frontier with its infinite multimodal opportunities.
Although the conditions for successful technology integration finally appear to be in place, including ready access to technology,
increased training for teachers, and a favorable policy environment, high-level technology use is still surprisingly low.
This suggests that additional barriers, specifically related to teachers' pedagogical beliefs, may be at work. Previous researchers
have noted the influence of teachers' beliefs on classroom instruction specifically in math, reading, and science, yet little
research has been done to establish a similar link to teachers' classroom uses of technology. In this article, I argue for
the importance of such research and present a conceptual overview of teacher pedagogial beliefs as a vital first step. After
defining and describing the nature of teacher beliefs, including how they are likely to impact teachers' classroom practice
I describe important implications for teacher professional development and offer suggestions for future research.
Blended learning has potential to improve teacher education in terms of accessibility and quality. This paper reports findings from a case study with mixed methods data collection analysis to examine the application of blended learning in accelerated post-baccalaureate teacher education at the program level. One hundred and sixty-seven recent graduates from a chosen teacher education program participated in the study by completing an online survey. Eight of the survey participants and six faculty members were interviewed. Findings from this study support the viability and benefits of applying blended learning in teacher education at the program level. On the other hand, teacher candidates and faculty members reported challenges in such blended learning teacher education programs. Suggestions for applying blended learning in teacher education at the program level are discussed in this paper.
This paper presents a critical review and synthesis of research literature in higher education exploring teachers' conceptions of blended learning and their approaches to both design and teaching. Definitions of blended learning and conceptual frameworks are considered first. Attention is given to Picciano's Blending with Purpose Multimodal framework. This paper builds upon previous research on blended learning and conceptual framework by Picciano (A. Picciano, 2009) by exploring how objectives from Picciano's framework affect teachers' approaches to both design and teaching in face-to-face and online settings. Research results suggest that teachers use multiple approaches including face-to-face methods and online technologies that address the learning needs of a variety of students from different generations, personality types and learning styles.
Several forms of blended learning at Pace University offer flexible options for learners, and its growth reflects its appeal to traditional and corporate learners.
This paper examines the current stage of development of blended learning in higher education in China, South Korea and Japan, with a comparison to the city state of Singapore. It is noted that blended learning and e-learning are introduced at institutes of higher learning in these countries with varying degrees of success. A review of existing literature showed that there are a host of key issues and challenges which hampers higher education institutes in Asia from harnessing the full potential of blended learning. In China, for example, while blended learning was well-received, the dominance of traditional teaching methods goes against the conditions required for mainstreaming e-Learning. © 2018, Association for the Advancement of Computing in Education. All rights reserved.
