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This article examined a blended learning initiative in a large suburban high school in the Midwestern region of the United States. It employed a single-case exploratory design approach to learn about the experience of administrators, teachers, students, and parents. Using Zimmerman’s Self-Regulated Learning (SRL) Theory as a guiding framework, this...
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... it pushes them to take responsibility." Teachers also suggested that both teachers and their blended students ask more questions, invest more in the learning process, and get more out of the learning experience (See Figure 4). Most teachers (over 70%) suggest that students learn as much or more in the blended classes as compared with students in the traditional face-to-face class. ...
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... Even before the outbreak of the COVID-19 pandemic, the meaningful use of educational technology and its associated benefits for students (e.g., Burns, 2013;Dooley et al., 2016;Gaggioli, 2019;Morgan, 2013;Muis et al., 2015) and teachers (e.g., Edwards, 2019;Hicks, 2011;Michela, 2020) had been well researched. As a result, initiatives were put in place to progress technology integration in K-12 education in the US (e.g., Bull et al., 2016;Hershkovitz & Karni, 2018;Kelley & Sisneros, 2020;Whiteside et al., 2016). One such initiative, The 2015 National Education Technology Plan, aimed to develop technology competency standards for pre-service teachers and prepare teacher candidates for the active use of modern technology in their future classrooms (Bull et al., 2016). ...
n March 2020, the global health emergency caused by the COVID-19 pandemic brought about significant changes in classrooms around the world. This paper is part of a larger study that investigated how Utah teachers across the state adapted to technology integration during that period. Specifically, we present interview findings from ten teachers in Utah, which we analyzed using open and axial coding. The study identified four distinct challenges that teachers faced at the onset of the COVID-19 outbreak: increased stress, difficulties in transitioning to digital formats, Technological Pedagogical Content Knowledge (TPACK) dissonance, and students’ lack of technological knowledge. As a result, teachers began to reassess their pedagogical approaches and incorporate greater care for themselves and their students. In terms of technology, teachers reported an increased willingness to utilize technology and videoconferencing, as well as a shift toward digital formats and platforms.
... As there are many benefits to meaningful educational technology integration in the classroom for both teachers and their students (e.g., Burns, 2013;Dooley et al., 2016;Edwards, 2019;Gaggioli, 2019;Hicks, 2011;Morgan, 2013;Muis, 2008), there are also many national (e.g., Bull et al., 2016;Hershkovitz & Karni, 2018;Kelley & Sisneros, 2020;Whiteside et al., 2016) and local initiatives (Utah Education Network, n.d.;Utah State Board of Education, 2021;Warner & Wright, 2017) that are put in place to support teachers' learning of technology. ...
Professional development (PD) programs do not always reach the teacher or allow for sustained usage of technology. However, recent studies show that teachers are more open to use technology after increased technology dependence during the COVID-19 pandemic. Motivated by that new openness to technology integration, we used interview and survey data to examine teachers’ current practices for learning technology, features of PD that they consider effective and technologies that they want to learn in the future. We found that teachers learn technology in both formal and informal ways, through district-organized PD, independent learning and or by asking for help from peers. We also learned what kinds of technologies teachers want to learn more about, and that active learning and lack of cognitive overload are two of the most important features of PD for teachers in our study. Based on those findings, we offer three concrete recommendations for PD program designers.
... Blended learning has been increasing in schools all across the United States (Whiteside, Garrett-Dikkers & Lewis, 2016). It gives students the ability to regulate and control their learning experiences. ...
... Digital strategies can be flexible. Online classes can work with a student's schedule or at a student's own pace (Whiteside et al., 2016). According to a 2007 study by Barrow, Markman and Rouse, students enjoyed that they had the ability to move on after they mastered the content. ...
... According to a 2007 study by Barrow, Markman and Rouse, students enjoyed that they had the ability to move on after they mastered the content. Students can feel like it is preparing them for college, especially taking higher level blended or online classes (Whiteside et al., 2016). Students also use online classes to either make up failed credits or take AP classes not offered at their school (Picciano & Seaman, 2007). ...
As society becomes more technologically advanced, digital instructional strategies
continue to emerge. Students are becoming more involved with technology, and
schools must supply students with more tools to succeed in an increasingly
technology-based world. This study examined the impact of technology-based
strategies in a high school social studies classroom. It focused on blended learning
pedagogy in addition to the flexibility of digital strategies and their impact on
student achievement and perceptions. The sample comprised 88 students from
three 9th grade geography courses. No differences in achievement were found, and
there was no correlation between time spent on the digital modules and student
learning. However, students reported positive perceptions regarding blended
learning, including high confidence in their ability to access information and
confidence in interactions regarding collaborations with peers and the teacher.
They also most often believed that they were learning more in the blended learning
environment and reported high enjoyment.
... In terms of educational institutions employing the blended learning model, stakeholders group comprises of students, instructors, educational institutions, content providers (instructor themselves or outside sources), technology providers (product providers for effective learning), accreditation bodies (government or education council), and employers (Wagner, Hassanein, and Head, 2014). Apart from students and teachers/instructors, stakeholders can also comprise parents and administrators of educational institutions (Whiteside, 2016).In the context of this paper, stakeholders include students, teachers, dropout housewives, employers of schools, NGOs and corporate organizations. ...
This article discusses select science fiction texts by the Bangladeshi author Muhammad Zafar Iqbal with reference to a recurring theme, namely, the globalized exploitation of Third World bodies. This article discusses how these texts demonize technological modifications of the human body and suggest a core of “human” sentiments as the guiding force for combating such biotechnological intervention. This article focuses on a few texts where two key plot elements are, (i) artificially and illegally manipulated human bodies, and, (ii) the surveillance of the central characters by ruthless, technologically superior First World actors and their local collaborators. The texts analyzed in detail are “Dr. Triple A” (2000), Prodigy (2011), and Animan (2014). In these texts, Iqbal reposes faith in a human exceptionalism that is predicated upon emotions and morality. He thus steers clear of Western philosophical trends such as posthumanism or transhumanism. This is borne out by these texts’ celebration of strong interpersonal attachments and selfless love, which help (morally and emotionally alert) underdogs engage with and ultimately defeat their self-centred, technologically advanced oppressors.
... It is organized on the flipped classroom, a sub-type of the blended learning approach, which for the resources it incorporates [16], gives an integrated educational enhancement. Investments are made in the educational value of mixed learning systems, which improve self-regulated learning [17], autonomy in research and cooperative relationships [18]. Digital competence, together with the method used and the Blended Learning environments, favor the motivation to learn [16]. ...
The use of information age technology favors pervasive communication exchanges and complex phenomenologies, which affect the production of knowledge and the permanent transformation of personalities and contexts, not always with a view to prosocial empowerment of differences. From the analysis of the liquid socio–psycho–educational frames explored in the research activated at the University of Salerno, the permanent need for a widespread media education emerges, to be rooted in a lifelong learning vision to achieve systemic inclusiveness. This is the basis of the epistemology of the existential design model Flipped Inclusion, promoted and tested at the University of Salerno, whose complex idiomatic phrase constitutes the integrated and complex synthesis of the multi-perspective and multimodal approach pursued by the model. In the exploratory–descriptive–transformative research underway since 2014, through blended learning, complex blended learning and with formal, non-formal and informal contexts, the design–organizational, algorithmic–computational architecture of flipped inclusion is experimented upon. The trend of data since 2014 confirms the educational value of the model, due to the positive impact relating to inclusiveness on personal styles and social contexts, hence the intention to continue research on larger samples.
... This study seems to lend some support to the idea. This study's results echo that of Whiteside and Dikkers (2016). They studied high school students getting ready to graduate and attend college. ...
This quantitative study examined the effects of an online synchronous orientation on the final grade of students enrolled in a first-term online class. The multifactor orientation focused on several factors which are thought to contribute to online student success, including organizational skills, goal setting, orientation to the online classroom, and academic support. Six course sections (three treatment and three control) were included in the study. In each of the three treatment sections, students had the option of participating in the orientation during the second week of the term; about half in each section did so. Controlling for course performance at the second week, students who attended the orientation earned significantly higher end-of-term grades, compared to either control students (who were not offered the option of the orientation) or to students who were offered the extra seminar but did not attend it.
... Los sistemas de blended learning parecen potenciar también el aprendizaje autorregulado (SRL) (Whiteside, Dikkers y Lewis, 2016). Los datos sugieren que el BL puede promover la autonomía y el SRL potenciar la actividad de búsqueda y relación, y ayudar a los estudiantes a sentirse preparados para ir a la Universidad. ...
La enseñanza se ha transformado, al comienzo del nuevo siglo, con las tecnologías de la comunicación. Los nuevos modelos de enseñanza-aprendizaje mediados por computadoras han supuesto un revulsivo para nuevas formas de enseñar y aprender más allá de las coordenadas espacio-temporales. E-learning, blended learning y mobile learning ofrecen un nuevo universo de interactividad para la relación didáctica. En este trabajo, se ofrece una revisión del estado de las investigaciones y la literatura científica sobre esta nueva realidad que supone el blended learning, analizando en las principales bases de datos científicas su conceptualización con más de 7.000 registros en Web of Science y casi 95.000 en Google Scholar. Los resultados del trabajo demuestran el fuerte impulso de las buenas prácticas y la consecuente investigación en todas las áreas y niveles educativos, concluyéndose que las nuevas formas de enseñar y aprender han de ser estudiadas y comprendidas en sus interacciones con los nuevos medios y contextos de aprendizaje, a partir de la irrupción de la revolución del blended learning.
O objetivo deste estudo foi verificar o que se tem pesquisado sobre as relações e os impactos da promoção da autonomia na aprendizagem autorregulada na Educação Básica. A partir da busca nas bases Scopus, Science Direct, Web of Science e Eric, sem recorte temporal, recuperou-se 24 artigos originados de 12 países, incluindo o Brasil, destacando-se os Estados Unidos no ranking das produções. Quanto ao delineamento das pesquisas empíricas houve equiparação entre as abordagens quantitativa e qualitativa e poucos estudos de abordagem mista. O principal foco analítico dos estudos foi o impacto do suporte do professor na autonomia e na autorregulação dos alunos. Os resultados revelaram que a autonomia percebida, sobretudo do suporte do professor, produz efeitos positivos na autorregulação dos alunos, especialmente nas variáveis motivacionais de interesse e de autoeficácia, nas atividades metacognitivas e no comportamento social. Os efeitos nocivos da baixa percepção de autonomia também foram apontados. Embora haja uma escassez de publicações, a revisão apontou evidências sobre as relações entre esses dois construtos que reforçam a emergência de reconfiguração dos ambientes escolares, centrados na promoção da autonomia do aluno e do professor, uma vez que os achados também levantaram implicações sobre a autonomia dos educadores no exercício de sua prática.
This study investigates what blended English learning, the first of its kind at their school, means to primary school students and their parents. It aims to demonstrate how they experience and perceive blended English classes, particularly during their first encounter, in order to conceptualise the most commonly perceived benefits and to challenge the existing theoretical framework, Social Presence Theory. This study was conducted to help shareholders, specifically in a primarylevel English language education context, to exclude or reduce the barriers and maximise the benefits. To this end, a cross-sectional survey design was adopted, and 147 students and 138 parents participated in this study. Data was collected through questionnaires and calculated using the SPSS program. The data showed that primary school students and parents were generally pleased with their blended English class experiences. They found blended English learning experiences to be valuable and enhance their learning, especially in critical periods such as the COVID-19 pandemic. However, the face-to-face format is perceived more positively because of the limitations and challenges of blended and online English classes in terms of interactions and social elements. Based on the results, some implications and suggestions for further research are provided.
This chapter has argued that the blended learning model can be a panacea for addressing the serious challenges facing education authorities universally. Whilst it offers many pedagogical insights and tremendous pedagogical value based on several studies, it fails to provide equal opportunity and economic freedoms, thus leaving the majority of vulnerable children in the world marginalized. The chapter has made a case for a blended schooling system instead of a traditional model which is extremely expensive. The trends of the practices of blended learning were analyzed, and it was found that most of the studies defined blended learning from the point of view of its online and traditional elements without considering pedagogy. These studies suggested using new methods of learning and teaching in online technologies to implement blended learning to K-12 students. The authors also proposed a conceptual inclusive blended learning model to reduce digital inequality and which is one of the ways most children in the world can gain access to the mainstream economy and social life.
