Literature Review

Zwink Elementary Blended Learning

There has been an increase in the utilization of blended learning due to the advantages that come in handy with the online and traditional teaching methods (Poon, 2014). Prior studies by Edward et al. (2018) have indicated that learning engagement and experience through implementing the blended learning model is experienced. This is because blended learning always significantly affects the teaching mode and the learning awareness of the learners. Through the blended learning approach, there is an emphasis on moving from teaching to learning, enabling students to be more involved in the process of learning and become more enthused. As a result, their commitment and perseverance are improved (Ismail et al., 2018). Blended learning is likely to be the leading teaching method in the future (Poon, 2014). The question of whether or not to implement blended learning in the teaching and learning sector should not exist. Still, the question should be what practices should be implemented to implement blended learning in elementary schools a success. Blended learning phrase has been previously related to e-learning and classroom training activities (Graham et al., 2013). However, the integration of e-learning and the traditional face-to-face paradigm is what defines blended learning (Wong et al., 2014). Blended learning involves a combination of face-to-face (F2F) and online mediated instruction by the teachers to their students (Subramaniam & Muniandy, 2019). According to Kaur (2013), blended learning involves combining several types of teaching, styles of learning, and delivery methods. Blended learning includes a combination of approximately 30% of face-to-face interaction and 70% e-learning interaction (Anthony et al., 2019). However, there should be 80% high-quality IT mediated learning integration and 20% face-to-face classroom interaction(Owston et al., 2019). Different didactic approaches, such as discovery learning expository, cooperative learning, presentations, and delivery methods such as publishing, personal communication, and broadcasting, comprise blended learning. According to Wong et al. (2014), it is through online systems where students are provided with platforms that can provide a usable avenue for learning that helps students improve their learning quality. According to Tulaboev (2013), accurate and prudent deployment of information technology in the teaching and learning sector can help in achieving a reliable learning experience that integrates and utilizes practical relevancy, and as a result, it encourages students' engagement.

Moreover, with blended learning, there is flexibility both for the teachers and students, growth of self-directed learning, increased communication between the teachers and the students, improved personalization, reduced cost proficiencies, and creates prospects for professional learning. By utilising blended learning, the aim is to have a coherent and harmonious equilibrium between e-learning and face-to-face learning by considering the teachers' and students' attitudes (Bervell & Umar, 2018). Therefore, blended learning remains a significant concept because it focuses on providing the most effective experience both in learning and teaching (Wang et al., 2004).

Through blended learning, students are offered access to the information and resources that meet their level of interest and knowledge. There is an improvement of some adeptness for teachers and opportunities for professional collaboration for blended learning (Owston et al., 2019). Students are provided with the opportunity to study at their speed and also prepared for the future through the provision of real-world skills (Ustunel & Tokel, 2018). From this, students are directed on how they apply their academic skills, provided with the know-how on computers, and acquire self-learning abilities (Güzer & Caner, 2014; Yeou, 2016). The literature review in this assignment will provide information acquired from different case studies, books, and published articles that are associated with the successful implementation of the blended learning approach in a classroom setting.

Blended Learning Definition

Blended learning involves a model that incorporates both face-to-face and traditional learning approaches. For blended learning, one approach involves supervised learning where students have to learn while physically in a classroom setting with their teachers providing learning materials and resources. The other approach includes the utilization of the internet that is online learning. With this approach, students have control of their time, when they want to study, where and the pace at which they want to study as long as they have access to the internet. Blended learning's key element involves the provision of the rich connection between the face-to-face classroom setting and online learning time (Krueger, 2014). It is facilitated through a virtual learning management system which might include Moodle and Blackboard WebCT platforms that helps in the facilitation of collaborative learning between the teachers and the students (Edward et al., 2018).

Benefits of Blended Learning

There are numerous benefits associated with blended learning that exist. The main focus of blended learning should be acquiring or putting into consideration the best practices that should be implemented to enhance the students’ learning and not the blended learning technology. Blended learning has the advantage of engaging learners in an authentic learning experience as it provides them with a platform that empowers and engages them in a learning community that enhances their collaboration, communication, inquiry, and investigation skills (Harapnuik, 2016). Various studies have noted that with better implementation of technological tools in the blended learning platforms and where learning is relevant to the learners, these tools are bound to effectively work (OECD, 2015; Harapnuik, 2020). Moreover, through blended learning, teachers are provided with an opportunity to share instructions and resources, monitor students' assignments, and group students in real-time. With this, the teachers can understand which perspectives their students need help, and they can have accountability to their students and allow the learners to take ownership of their learning (Edgenuity, n.d.).

On the other hand, it is easier to implement blending at an effective cost. Through a few steps, teachers can create and implement a blended learning environment that includes flexible workspaces both for their collaboration and that of their students. There is no need to purchase additional resources for the learning institutions that have 1:1 devices for their learners. Additionally, blended learning incorporates diverse learning strategies, making it renowned as one of the most influential trends in the learning and teaching institution (Ramakrisnan et al., 2012). With blended learning, there is a provision of collaborations, knowledge access, cost efficiency, simplification of the corrections needed in the learning process, and helps in resolving the problems associated with students' attendance (Mustapa et al., 2015).

Purpose of Blended Learning

Blended learning is an instructional model fundamental redesign that aims to accelerate the learning toward college and career readiness (Bailey et al., 2013). Educators need to guide their learners in using technology to do visible thinking instead of just consuming information (Clark, 2020). Through technology, students are allowed to have authentic and rich ways of thinking (Clark, 2020). Blended learning in various learning institutions aims to provide and create a more welcoming and collaborative platform to help curb the fear and anxiety by students to make mistakes (Wong et al., 2014). With blended learning employing the combination of face-to-face and online mediated instruction, educators can attain the required pedagogical goals for training learners. This aids in enhancing the teaching qualities and achieving social order (Kaur 2013). According to Bowyer & Chambers (2017), integration of technology in teaching helps in promoting learning via discovery, leads to better feedback, better use of course materials, social interactions, and adds interactivity.

Student Engagement

With the implementation of blended learning by the Indian Creek School in Crownsville, Maryland, it was reported that the students developed confidence in engaging in new ideas. They also reported that with the blended learning having been implemented in their school, the ability of most of their students to collaboratively work with their fellow students as well as their teachers had increased, and the students had developed the 21st Century learning skills. The students were provided with cross-curricular connections, individualized content, and the ability to explore their passions and interests in a more authentic and innovative (Allen, 2017).

A meta-analysis and review of online learning studies by The U.S. Department of Education (2010) reported that online classes (blended or online) performed significantly better than students with face-to-face instruction (U.S Department of Education, 2010; Bailey et al., 2013). According to Dr Dwayne Harapnuik, students learn to make meaningful connections and gain life-changing knowledge when provided with an opportunity to take control of their learning experiences (Harapnuik, 2017). Learners are motivated and more engaged in their learning when they are allowed to select authentic projects and choose their learning outcomes. Moreover, learners will become more motivated in cases where their natural curiosity is supported, and they are provided with a nurturing environment. Learners may tend to dive deeper into their own learning and grow their mindset when they are provided with a choice, voice, and ownership in authentic learning environments. Providing them with these opportunities will open up limitless possibilities for truly authentic learning (Harapnuik, 2017).

Teachers

With the blended learning approach, there are greater opportunities that exist that do not exist in the traditional education approach as it can transform the education structure into a more personalized, productive, and student-centric model that provides better student's results (Horn & Staker, 2011). There is the provision of timely and frequent feedback and higher quality learning experience for the students and their performance. Teachers will no longer be the lecturers, whereas they will be facilitators with the incorporation of blended learning. They will act as strategic instructors that target to provide lessons to each of their students (Krueger, 2014). When educators integrate blended learning, their focus shifts from using the technology to creating a student-centred learning experience. The blended learning educators' main focus is to consistently make the learning process more engaging, relevant and challenging for their students. There have been efforts to continue having new and innovative ways to provide education and learning to their students (Lautzenheiser & Hochleitner, 2014). It is the responsibility of the educators to ensure that they provide students with the best and authentic learning platforms instead of just focusing on the usage of technology. They are also bound to ensure that they give their learners control, ownership, and voice in an authentic platform that will give them the best opportunity to connect meaningfully to a project. Additionally, opportunities for the learners on how to create, communicate, and collaborate should be provided by the blended learning educators (Harapnuik, 2016). Opportunities for collaboration, creation and critical thinking should also be provided to the learners by the learners during their content delivery process (Harapnuik, 2016).

Enhancing Students Learning

For any given technology to enhance the students learning and provide a dramatic impact in the learning environment, it needs to shift its focus to building student learning first (Hattie, 2008). When students are allowed to use technology to extend their study practice and time by giving them control over the learning during collaborative learning, there are positive effects (OECD, 2015). Using a blended learning model, Rocketship Education Elementary Charter School was ranked the best in terms of student performance (Horn & Staker, 2011). The OECD report recommendations note that a difference in student learning is experienced when they are provided with the ability to control their learning pace, have the choice, voice, and ownership through authentic learning opportunities (Harapnuik, 2017). Including the technology in enhancing the students' experience through creating products, communicating with classmates, and collaborating with peers is what brings out the difference and allows students to effectively demonstrate their learning achievements (Harapnuik, 2017).

Conclusion

When implementing a well and effective blended learning model, educators are provided with opportunities that help them customize the teaching instructions to the most current updated education system. Students are also empowered as they have an authentic learning environment that allows them to experience and engage in a more personalised differentiated curriculum (Tucker et al., 2016). Learners become more student-centric and productive in their educational careers when they are provided with an authentic learning environment with voice, choice, and ownership.

References

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Anthony, B., Kamaludin, A., Romli, A., Rafei, A. F. M., Abdullah, A., Ming, G. L., et al. (2019). Exploring the role of blended learning for teaching and learning efectiveness in institutions of higher learning: An empirical investigation. Education and Information Technologies, 24(6), 3433–3466.

Bailey, J., Ellis, S., Schneider, C., & Vander Ark, T. (2013, February). Blended learning implementation guide. Library Educause. https://library.educause.edu/-/media/files/library/2013/2/csd6190-pdf.pdf

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