Running head: BENEFTIS AND BEST PRACTICES OF BLENDED LEARNING

Running head: BENEFTIS AND BEST PRACTICES OF BLENDED LEARNING

Benefits and Best Practices of Blended Learning Methods: A Literature Review Amy E. Hay Texas Christian University

BENEFITS AND BEST PRACTICES OF BLENDED LEARNING Abstract

Blended learning courses are rising in popularity globally as a mixed teaching model, combining components of traditional teaching and online elements. Although this method is increasing worldwide, no literature clearly describe the features of an effective blended learning course, and many researchers are attempting to categorize the pros and cons of this method. The body of literature focuses on the multiple benefits of blended learning to institutions as well as best practices in course design, pedagogy, technology integration, assessment techniques, and student and teacher readiness and satisfaction. Effective balancing of course elements result in a number of desirable benefits. Instructors who ignore best practices often sacrifice student satisfaction with poor implementation. The following question guides the literature review: What are the effective components of blended learning that can benefit K-12 educators and students?

BENEFITS AND BEST PRACTICES OF BLENDED LEARNING Benefits and Best Practices of Blended Learning Methods: A Literature Review The use of technology in education is not a new concept, nor is its use in managing courses. Universities have been using web-based elements for over a decade to assist in

document management and easy communication. The popularity of online courses has increased due to students ability to attend class while off campus (Dukes, Waring, & Koorland, 2006). However, faculty resist administering online courses as these courses have a somewhat lower success rate than traditional classrooms and greater withdrawal rates. Still, fully online courses persist because they are the wave of the future, allowing teachers to deal with increasing class sizes that usually force teachers into a lecture-style model that decreases student participation and interaction (Kenney & Newcombe, 2011). Dukes et al. (2006) state that it is imperative that Universities adapt to the needs of technologically astute students and the ubiquitous nature of technology in society (p. 154). Although students are undeniably wired in, questions still arise about the need for online learning and its effectiveness. Do students even prefer online courses? Online instruction lacks desirable elements resulting in the continued preferences for face-to-face instruction. Distance (e-learning) methods cannot replace face-to-face instruction (Yapici & Akbayin, 2012). In light of the surprising, enduring desire for face-to-face instruction, traditional teaching methods and online models have met in the middle in an evolving concept of blended learning. The American Society for Education and Development predicted that blended learning could expand to incorporate up to 90% of all higher education courses in the near future, making it a major trend in education (An & Reigeluth, 2010). Millennial students are the generation of students currently in school (also called the Net Generation or digital natives) and consist of people born after 1981 (Banerjee, 2011). These

BENEFITS AND BEST PRACTICES OF BLENDED LEARNING students have had access to the internet their entire lives. Much research is dedicated to Millennial students, including their preferred method of learning and socializing, all of which

suggest that these students would be more likely to invest themselves in, and succeed in, courses that utilize a form of blended instruction (An & Reigeluth, 2012; McGee & Reis, 2012). The wide variety of definitions for blended learning confirms the idea that the concept itself is still evolving into a mature state. Nevertheless, the common thread in the literature is that blended learning is the integration of online with face-to-face instruction in a planned pedagogically valuable manner; and not just a combination (addition) of online with face-to-face but a trade-off (replacement) of face-to-face with online activity (McGee & Reis, 2012, p. 9). In the literature, researchers use other terms such as hybrid or hy-flex models interchangeably with blended learning but these terms lack consistency in definition (McGee & Reis, 2012). Therefore, for the sake of simplicity, we will refer to this model simply as a blended learning model. Blended learning proponents claim a large number of benefits for teachers and students who utilize this model. This literature review aims to categorize the benefits of blended learning and to discuss the best practice components of a well-designed blended learning course. Ultimately, the following question guides the literature review: Is blended learning an effective teaching model that can provide benefits for K-12 educators and students, and, if so, what components does research suggest instructors implement when designing a blended learning course? Research Methods Survey method is the predominant research method in the literature. Researchers included a variety of questionnaires to determine how the blended courses were being conducted globally,

BENEFITS AND BEST PRACTICES OF BLENDED LEARNING and how students and faculty felt about the course implementation (An & Reigeluth, 2012; Banerjee, 2011; Calderon, Ginsberg & Ciabocchi, 2012; Dukes et al., 2006). Most researchers found the same elements to be important, evidenced by the multiple redundancies in the

categories and questions. The purpose of the surveys was to quantify the perceived effectiveness of blended learning, presumably so educational institutions would become aware of the positive reception of this learning model and give guidance for educators interested in its future implementation. Many of the surveys incorporated free response questions and interviews which gave a rich layer of qualitative data (Banerjee, 2011; Calderon et al., 2006; Precel, Eshet-Alkalai & Alberton, 2009; Yapici & Akbayin, 2012). One group of researchers conducted a case study (Precel et al, 2009) and one an action research study (Kenney & Newcombe, 2011). Both of these studies contributed greatly to the qualitative body of literature; however, both of these researchers also integrated surveys into their works. Findings Six themes consistently appear in the literature as the major considerations for developing best practice in a blended learning course. These categories include the benefits of blended courses, course design, pedagogical concerns, technology integration, assessment strategies, and student and teacher readiness. For the sake of efficiency, the author integrated the research on student and teacher readiness (satisfaction) throughout the other five categories. Benefits Researchers had a lot to say about the benefits of the blended learning model. Blended learning can reduce institutional costs by up to 40%, offering a single course to a larger class of students and improve student and teacher success with meeting course objectives (Dukes et al.,

BENEFITS AND BEST PRACTICES OF BLENDED LEARNING 2006). This work also suggests that students show more interest in the subject and demonstrate better retention of course material when blended learning is utilized. Major benefits to instructors include increased teaching flexibility, more contact with students, and an improved ability to implement inquiry-based classroom strategies, hands-on

activities, and additional opportunities for individualized instruction (Dukes et al., 2006; Kenney & Newcombe, 2011). Student satisfaction is one of the most commonly cited benefits of blended learning integration (Precel et al., 2009; McGee & Reis, 2012). Another practical benefit of blended learning is the development of real-life skills, as this model promotes self-direction in students by requiring them to solve real-life problems in an academic context which proves to stimulate deep, lifelong learning and motivate skills such as collaboration and higher-order thinking (An & Reigeluth, 2010; Banerjee, 2011; Dukes et al., 2009; Precel et al., 2009). Students must also develop extensive time management abilities and take ownership of their own learning (An & Reigeluth, 2010; Kenney & Newcombe, 2011). Blended learning has the power to increase communication, study skills, self-assessment and teamwork and promote independent learning (McGee and Reis, 2012). Independent learning seems inevitable when students and instructors are often separated. Students must self-motivate to work and take risks as they complete tasks on their own between face-to-face meetings. Students do not always view this development of real-life skills to be a benefit, often stating frustrations over having to take ownership of learning when they are accustomed to a more passive approach to education (Kenney & Newcombe, 2011). Kenney and Newcombes action research project highlighted how their instructors reported that they needed to constantly reiterate course components to students, including which activities were due, and where to find materials on the learning managements system. Students who had time

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management issues would often encounter technical issues because they would wait until the last minute to turn in assignments. Instructors assumed that students would have a high level of technical proficiency because of their expert use of social media but demonstrated a stunning lack of proficiency when it came to academic pursuits (2011). Overall, though unpleasant to students, the model increases real life skills and self-efficacy. Course Design Course design is a major undertaking and instructors who do not consider research suggestions may sacrifice student satisfaction with its implementation. Several researchers acknowledge a lack of typical methodology for blended learning but have determined that effective courses take six months to design a course (Dukes et al., 2009; Kenney & Newcombe, 2011; McGee & Reis, 2012; Yapici & Akbayin, 2012). Blended course design is intensely frontloaded, requiring teacher to design in advance as opposed to designing in retrospect and also requiring clear communication before the first face-to-face meeting occurs (Kenney & Newcombe, 2011; Precel et al., 2009). Instructors need to consider the number of face-to-face meetings, the format of those meetings and the usage of the online component. The literature suggests teachers hold six faceto-face meetings within a five-unit semester (Precel et al., 2009). The general consensus is that blended learning should significantly lower traditional face-to-face contact hours (McGee & Reis, 2012). Deciding which elements occur in the face-to-face classroom and which activities to provide online is a huge consideration for instructors. Students consistently gave feedback that blended courses required too much work because the online portion had numerous supplemental readings and activities (Banerjee, 2011; Calderon, Ginsberg & Ciabocchi, 2012; Dukes et al.,

BENEFITS AND BEST PRACTICES OF BLENDED LEARNING 2009; Kenney & Newcombe, 2011; McGee & Reis, 2012). This problem often occurred when

instructors attempted to add the online component to an existing course without extensive course re-design (McGee & Reis, 2012). Other factors that decreased student satisfaction were poor integration between online and face-to-face activities, or a lack of organized learning management systems that failed to prove easy access to documents, or if instructors did not maintain a big enough online presence (Kenney & Newcombe, 2011). Some instructors used the online component of their course simply as a means of communicating information with ease (Yapici & Akbayin, 2012). However, communication through technology does not increase student participation or learning, and therefore emphasis should be on assigning simple academic tasks (summary, analysis) to be carried out by students and by creating discussion forums via which interaction can be achieved in online environments. and can also promote a quick feedback loop between instructors and students (Yapici & Akbayin, 2012, p. 229). The transition to an online environment can be a daunting task, especially for instructors or students who arent confident in web design. For over a decade universities have been utilizing one form of Learning Management System (LMS) or another that include web-based sites such as Blackboard, Pearson E-Learning Studio and many others. A whole university or K12 School usually uses one of these sites which requires a hefty financial contribution regardless of the needs of individual instructors or courses. Yet, more students and teachers are showing interest in online learning; therefore, a recent surge in Learning Management Systems that are free of charge and include the advantage of being extremely user-friendly, unlike their one size fits all predecessors. Most of these new

BENEFITS AND BEST PRACTICES OF BLENDED LEARNING sites have considered design aspects of social media sites such as Facebook, Twitter and even incorporated messaging and cloud-based document storage to entice new users. Some instructors believe that Learning Management Systems are necessary for blended learning success while others view them as technology for technologys sake which can

frustrate students and decrease satisfaction (McGee and Reis, 2012). Whichever LMS is utilized, staff and students must have adequate technical support from institutions (Calderon et al., 2012). Pedagogical Considerations The paradigm of education has changed dramatically in the last few decades. Classrooms are moving from being lecture-oriented where students sit as passive recipients of information to a system where students participate in active learning strategies (Kenney & Newcombe, 2011). Active learning strategies are present in abundance in the blended learning model and support a constructivist approach to learning which encourages students to use metacognition tactics to take ownership of their own learning (Kenney & Newcombe, 2011; Precel et al., 2009). In the blended model, the role of instructors dramatically changes as they can act as tutors and guides through the objectives rather than information suppliers. Blended learning has the potential to transform a classroom into a collaborative community of learners which promotes interaction and engagement in deeper-level thinking (Kenney & Newcombe, 2011). As individual students transform into a community, there is an increase in student participation, high expectations, cultural sensitivity, and growth on the emotional and social levels, which also gives students a sense of shared power in their education (An & Reigeluth, 2010). Instructors should plan courses by beginning with the end objectives in mind and then structuring activities to support those objectives (McGee & Reis, 2012). Activities should be learner-centered and integrate a degree of responsibility for students to self-monitor, peer-

BENEFITS AND BEST PRACTICES OF BLENDED LEARNING monitor, and learn autonomy. Blended courses are most successful when challenging and engaging online learning complements face-to-face activities; therefore, strong integration between course components is essential (McGee &Reis, 2012, p. 12). The literature brings up an interesting issue: Millennials have a predominantly visual learning style, but online courses and blended learning promote an increase in text-based learning as students are reading more content online in between face-to-face meetings. Survey

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results indicate that students find lengthy reading from a monitor to be especially challenging (Dukes et al., 2009, p. 155; McGee & Reis, 2012). A learner-centered approach should include links, research, and exercises that encourage students to engage course topics in ways other than simply reading from a monitor. Field activities, practice activities, and the use of links that employ audio and video address this recommendation (Dukes et al., 2009, p. 155). The online component of blended learning, therefore, needs to provide a variety of enrichment activities or replace the traditional, in-class lecture with a video lecture or podcast that will in turn free up time during face-to-face meetings for student-teacher interaction. Faceto-face classes should support the role of the instructor as a guide on the side, as opposed to a sage on the stage, by replacing lectures with the instructor giving advice, focusing content, brainstorming, pacing and enhancing the classroom community (McGee & Reis, 2012, p. 13). Technology Integration Technology is not going away anytime soon. It appears as if the use of technology in education is only going to increase in the near future. The vast majority of higher education courses will have integrated some online elements by the end of the decade and blended learning is likely to become the predominant teaching method in K-12 education (Kenney & Newcombe, 2011).

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Although it is easy for teachers to buy into the pedagogical benefits of blended learning and appease their desire to please technology-interested students, the learning curve for this type of project is considerable. Administrators seem eager to boast about significant technology integration in their schools but often underestimate the support resources needed to ensure its success. Instructors show a continuum of technology competency, and many teachers, because they are uncomfortable, only utilize technology to communicate and perform low-level tasks (word processing, web browsing) instead of using technology to enhance student learning at higher-levels, as the literature suggests (Banerjee, 2011; Dukes et al., 2009). New professional development strategies are being created to deal with this issue and to teach teachers how to create problem-based, learner-centered environments that promote meaningful uses of technology; however, much of this learning must initiated by instructors, and often at their own expense (An & Reigeluth, 2010). Multiple issues prevent teachers from using technology efficiently. School schedules often do not allow enough time for students to use computers in class, or there is not enough equipment available (An & Reigeluth, 2010). Even if there is enough equipment, teachers do not have skills to make a seamless transition between traditional and technological elements. Another common barrier to effective technology integration is that the limited professional development available is geared to new technology users and is so general in nature that it doesnt provide course-specific information or examples (An & Reigeluth, 2010). Again, because no firm definition for blended learning exists, and because it is a relatively new concept, the specific information teachers need is an obvious gap in the existing research literature.

BENEFITS AND BEST PRACTICES OF BLENDED LEARNING In the long run, it is not the choice of technology hardware or software but rather the learning activities, how activities support instructor-student interaction, and the degree of self-

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reflection that creates effective and meaningful blended learning environments (Banerjee, 2011). Assessment Strategies Assessment has always been a major component of any course, whether traditional or online. Recent pedagogy has focused on differing types of assessments and how they match up with course content. Blended courses often use non-traditional methods to assess student participation and learning such as discussion boards and authentic assessments such as projects, products and demonstrating real-world skills that reflect learning objectives (Banerjee, 2011). Nevertheless, courses still revert to traditional assessment measures to complement a very non-traditional teaching method. If students are engaged in constructing knowledge, then quizzes and tests are not accurate measures of learning (McGee & Reis, 2012). The problem continues as many institutions have policies that delineate the numbers, frequency and types of assessments that instructors are allowed to give while frowning upon alternative assessments (McGee & Reis, 2012). Moreover, how does one put a number grade on an online discussions, collaborations, group presentations, self-reflections, or peer and self-assessments? Blended learning allows for this (and supports the ideals of differentiation) by assessing different students differently (An & Reigeluth, 2010). Other suggestions include focusing mainly on authentic assessments and considering the depth and frequency of student contributions to group learning through discussion boards and peer-evaluations. Teachers should provide continuous feedback for formative purposes and utilize online surveys to guide the course and provide a sense of ownership among participants (An & Reigeluth, 2010; Banerjee, 2011; Dukes et al., 2009;

BENEFITS AND BEST PRACTICES OF BLENDED LEARNING McGee & Reis, 2012). Student satisfaction appears largely dependent on prompt and specific feedback from instructors, including clarification and reinforcement of community learning

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objectives (like online discussions) rather than traditional assessment methods (McGee & Reis, 2012). Teachers need to be an active presence online throughout the course of instruction. Surveys reveal that the higher the presence and quality of instructor participation in the online element of the course, the higher the satisfaction rate of students (Calderon et al., 2006). Literature Gaps The question in mind for this literature review includes how blended learning provides benefits for schools, especially in K-12 schools, but not much research is devoted to K-12 education. Higher Education has predominantly used technology for learning management, which may explain the gap. Another major gap in that blended learning is not clearly defined, nor are optimal conditions for success clearly delineated in the literature (McGee & Reis, 2012; Precel et al., 2009). Although An and Reigeluth (2010) suggest that blended learning supports learnercentered pedagogy, few studies back up their claims. Furthermore, it is difficult to visualize how blended courses actually look and feel or what constitutes effective professional development (An & Reigeluth, 2010; Kenney & Newcombe, 2011; McGee & Reis, 2012; Pape, 2010). Conclusions and Proposal for Future Research Blended learning is an exciting frontier in education that could provide a number of benefits to institutions, teachers and students desiring to remain relevant in a technologysaturated society. Blended learning provides the desired face-to-face instruction coupled with the convenience of online courses (Kenney & Newcombe, 2011).Some instructors and students encounter barriers to blended learning implementation (McGee & Reis, 2012). Overall, research

BENEFITS AND BEST PRACTICES OF BLENDED LEARNING reveals that blended learning is a model that has the potential to support best practices in

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teaching and learning while raising student satisfaction (Kenny & Newcombe, 2011; McGee & Reis, 2012; Precel et al., 2009). Teachers like the tools that blended learning provide for learnercentered and inquiry-based teaching (An & Reigeluth, 2012). Institutions benefit from higher satisfaction rates, lower dropout rates and financial savings (Dukes et al., 2006; McGee & Reis, 2012). Future research will aim to determine whether or not blended learning models can provide benefits for the University Model School (UMS). The University Model School is a unique model of K-12 school that decreases face-to-face classroom hours in order to increase the amount of time students spend in a satellite classroom, normally based in their homes. Parents are the primary teachers who are supported by professional teachers in the UMS. Due to this unique system, teachers must be extremely efficient in their use of face-to-face hours in order to meet course objectives. The blended learning model is an exciting option for UMS teachers as it has the potential to free up classroom hours for active-learning and inquiry-based instruction. Group instruction will be completed online, and assignments traditionally assigned as homework will be collaborated on in class with the help of the instructor. With group instruction out of the way, time is freed up to be used on learner-centered teaching methods. The degree to which the blended learning model creates benefits in the UMS is yet to be seen. The study would be the first of its kind and incorporate Action Research to implement a form of blended learning in a UMS. Compilation of qualitative observations and quantitative records would be necessary to determine which processes worked and which were barriers to effective teaching.

BENEFITS AND BEST PRACTICES OF BLENDED LEARNING More specifically, research would use official classroom observations (conducted by supervisors) to count the occurrences of active learning strategies, inquiry-based learning, and higher order thinking skills and then compare with classes not utilizing blended learning.

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BENEFITS AND BEST PRACTICES OF BLENDED LEARNING References An, Y., & Reigeluth, C. (2012). Creating technology-enhanced, learner-centered classrooms: K-12 teachers' beliefs, perceptions, barriers, and support needs. Journal of Digital Learning in Teacher Education, 28(2), 54-62. Banerjee, G. (2011). Blended environments: Learning effectiveness and student satisfaction at a small college in transition. Journal of Asynchronous Learning Networks, 15(1), 8-19. Calderon, O., Ginsberg, A., & Ciabocchi, L. (2012). Multidimensional assessment of pilot blended learning programs: Maximizing program effectiveness based on student and faculty feedback. Journal of Asynchronous Learning Networks, 16(4), 23-37. Dukes, L., Waring, S. M., & Koorland, M. A. (2006). The blended course delivery method: The not-so-distant education. Journal of Computing in Teacher Education, 22(4), 153158. Kenney, J., & Newcombe, E. (2011). Adopting a bended learning approach: Challenges encountered and lessons learned in an action research study. Journal of Asynchronous Learning Networks, 15(1), 45-57.

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McGee, P., & Reis, A. (2012). Blended course design: A synthesis of best practices. Journal of Asynchronous Learning Networks, 16(4), 7-22. Pape, L. (2010). Blended teaching & learning: Developing courses that combine face-to-face

BENEFITS AND BEST PRACTICES OF BLENDED LEARNING and virtual instruction in pursuit of 21st-century skills in classrooms. The School Administrator, 67(4), 16-21. Precel, K., Eshet-Alkalai, Y., & Alberton, Y. (2009). Pedagogical and design aspects of a blended learning course. International Review of Research in Open and Distance Learning, 10(2). Yapici, I., & Akbayin, H. (2012). High school students' views on blended learning. Turkish Online Journal of Distance Education, 13(4), 125-139.

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