Publication Final Draft

Blended Learning: Bridging Traditional and Digital Education

By: Rose Rayner

For centuries, our education system has relied on the traditional factory-based lecture model. However, the advent of COVID-19 forced a shift to an online, technology-driven learning environment in the U.S. This transition highlighted the necessity of keeping pace with the digital world and moving beyond a one-size-fits-all approach to education. It emphasized the importance of embracing programs, activities, and personalized blended instruction that digital content offers. Successful implementation of blended learning empowers students to take charge of their education, thereby boosting their engagement and comprehension. Blended learning's effectiveness spans various grade levels and subjects due to its adaptability (Akai, 2022). To equip learners for the future and foster deep learning through meaningful connections, we must move away from the traditional model of information transfer. Instead, we should adopt pedagogies that promote constructivist ideals (Thibodeaux, T. 2015-2019). Blended learning fosters unprecedented flexibility, engagement, personalization, and resilience. It bridges the divide between online and face-to-face education, unlocking a plethora of opportunities and offering a transformative era for our educational system. 

This article will outline the concept of blended learning, discuss student rotation, examine its impact, discuss its advantages and challenges, delve into student choice, and consider its capacity to transform the future of education.

What is blended learning?

In the swiftly changing educational environment of today, the incorporation of technology in classrooms is becoming more common. Blended learning, a method that has garnered significant praise, combines traditional face-to-face teaching with digital learning opportunities, offering a flexible and adaptable approach to education (Arnett, 2021). It is a student-focused model that provides a mix of group instruction, individual tutoring, and online learning experiences. 

Blended learning removes the one-size-fits-all all approach and creates a significant learning environment helping students become self-directed learners (Farah, 2018). It gives students a level of control over the time, place, and pace in which they learn. This means they can choose what they want to focus on and when. They can decide what content or assignments they want to complete and can do it at their own learning pace (Arnett, 2021). “According to Brodersen and Melluso, (2017)”

Some online and blended learning programs include proprietary packaged curricula or computer software that teachers use to offer differentiated learning options. For example, blended learning programs frequently use adaptive programs for the online component to assess student’s knowledge and skills; adaptive programs can also monitor a student’s progress and can tailor the content, pacing, or difficulty of the online instruction to a student’s current needs. (pg. 2). 

Studies have found schools that have implemented blended learning have higher scores in academic achievement because they were exposed to activities with enriched material. Students stated they found blended learning entertaining and educational (Uygur, 2022). Adopting a blended learning model with a rotation strategy marks a significant advancement in enhancing education. This method will equip our students with strong skills, setting them up for academic achievement and future endeavors (Harapnuik, D. 2016).

Station Rotation

Station rotation can happen in different ways.  Each classroom could have several stations and can be a mixture of small groups, online instruction, individual, or collaborative learning groups. This will include students moving throughout the classroom during a fixed schedule going to all learning stations set up throughout the room (Douma, K. 2020). The key to this model is that the teacher will announce when the students are to rotate from station to station or possibly a clock to signal the time to switch. Using station rotation directed by the teacher inside the classroom is less disruptive to the traditional learning environment (Short, Graham, & Sabey 2021). Using station rotations in the classroom allows teachers to use data and conduct small-group instruction and one-to-one instruction for struggling students. Blended learning is flexible and adaptive with a variety of things to consider. Such as the time the rotations start and conclude. This could be paused to help cover learning gaps and could possibly continue into the next day to more deeply engage a difficult concept (Akai, 2022).

Station 1, This could be a table with activities or worksheets. It could allow the students to actively work in groups and work on small projects or experiments. This offline station gives students the opportunity to engage with partners for guidance and engage in deeper learning (Lee, 2019). An offline station prevents screen fatigue in a digitally intensive environment. Resources like books, notebooks, and manipulatives should be accessible at this station. Students can utilize this space for activities such as journaling in a composition notebook, reading, or constructing a graphic organizer to review their understanding of the material (Douma, 2020). Students can brainstorm ideas and have discussions on how to work through certain problems. The teacher can purposefully organize diverse exercises and activities by coordinating them with the curriculum and meeting students at their individual levels. Students are also able to work with other students on documents or viewing slides, and on a rotating basis, they can assume roles such as note-taker or leader. (Akai, 2022). This station holds equal importance with the other stations as it is the place where students forge relationships, develop confidence, and cultivate trust through collaborative group work, which facilitates socialization and enhances understanding during the learning process (Douma, 2020).

Station 2, the teacher's table, this is not where the teacher is doing a lecture-type instruction. This table is great for making connections and getting to know the kids better, which will in turn help the teacher support their progress (Douma, 2020). They may discuss the topic for the day and reteach areas that need more attention. This is a great place for the teacher to differentiate instruction based on their students’ individual needs. This station can also be used for immediate feedback through formal assessments or just Q&A (Lee, 2019).  

Station 3, the online station, has many opportunities for student growth and student-centered learning. This is where students can interact with adaptive software. They can do this by watching interactive videos, using Formative, and completing assigned lessons on the computer (Akai, 2022). There are also opportunities for students to work in groups and play “games” in which they are learning and having fun at the same time. A program that can be used for these types of games is Kahoot!- A free online game-based learning platform that lets the teacher create multiple-choice quizzes and turn them into a game. The students can play these games on their own screen, and it can also be displayed at the front of the classroom on a big screen. Using technology to support project-based learning helps ensure that students don’t just sit behind a screen. They interact with other students through interactive games and quizzes that can build knowledge while encouraging students to interact with each other (Lee, 2019). An online learning station facilitates immediate, data-informed instruction. This station's effectiveness is enhanced through the use of a web-based learning platform that delivers immediate, standards-aligned feedback to both learners and teachers. Various programs offer teachers a robust method for enabling students to practice material at their respective grade levels, providing instant feedback upon completion to indicate advancement in meeting the standards (Douma, 2020). Regardless of whether a student is below, at, or above grade level in a subject, these programs can tailor content to the student's current level. From there, students can work on mastering each standard one at a time, with the goal of eventually reaching the grade level they should be at. The beauty is that there are no best practices for this type of learning. One day, they might be doing programs independently, and the next, they might be working together in groups. It can be customized based on your students.

More Digital Resources Available

• Google Classroom- A web-based platform that assists teachers in organizing, distributing, and overseeing coursework. It also enhances communication and cooperation among students and teachers. Teachers can post assignments, videos, interactive study games, and much more. Students may use this platform at home and in the classroom. 

• Blooket- A free online game-based platform that lets teachers and students create multiple-choice quizzes and turn them into games. There are several game options to choose from and rewards to be won. Teachers can also search for Blookets that have already been created by other educational professionals they can view and use if they are short on time. 

• Progress Learning- A platform for K-12 schools and districts that helps students master state standards. It has a pretest that measures where the students currently are in a subject, and the teachers can assign certain TEKS based on their grades and the level of each student. There are videos and games mixed in with questions, and the students' progress through the program at their own pace. 

• Flocabulary- An online platform that uses hip-hop songs, storytelling, and videos to help teach vocabulary and comprehension through different subjects. 

• Edpuzzle- Another online platform that allows educators to create and share educational videos on certain topics/subjects, and students are allowed to pause and replay to learn at their own pace. There is also a search option where teachers are able to search videos that have been made by other educational professionals and they can use them as well. These can be educational videos and can also have questions embedded throughout the videos students must answer before continuing with the video.

Advantages/Challenges

Blended learning's primary advantage lies in its flexibility, offering various learning modalities and fostering student collaboration, all while maintaining student engagement in their learning journey. Students have the liberty to access materials and engage in activities at a pace that suits them. It is particularly advantageous for those requiring extra time to master certain skills. Online assessments, adaptive learning software, and data analytics enable educators to grasp each student's unique abilities and areas for improvement, allowing for personalized support and interventions (Brodersen and Melluso,2017). Students have the flexibility to access course materials and resources at their convenience from any location. Utilizing technology, educators can craft engaging and dynamic learning experiences that captivate students and promote a more profound connection with the content. This approach ensures that students, irrespective of their geographical or economic situations, have access to superior educational resources and teaching. Blended learning fosters an environment where students naturally engage with technology, collaboration, and learning (Harapnuik, D. 2016). As the technological tools also gather data during student interaction, teachers can concentrate on lesson planning, personalized instruction, and informed decision-making based on data collected along the way (Brodersen and Melluso, 2017).

Nonetheless, blended learning presents challenges, including curriculum and assessment adaptation. Teachers must be equipped to implement blended learning effectively as we shift towards granting students greater autonomy over their learning spaces. Balancing the adherence to standards with the personalization of instruction through competency-based progression and student choice presents a potential issue. Moreover, the limited time for developing personalized learning experiences, coupled with the uncertainty or resistance to change from experienced teachers and administrators, are hurdles that need to be considered and addressed. Blended learning requires collecting and analyzing student data, which raises privacy and security concerns. To protect students' sensitive information and comply with applicable laws, schools need to establish strong data protection policies and procedures. “Acting as the stewards of student data presents educators with several responsibilities. School officials, families, and software developers have to be mindful of how data privacy, confidentiality, and security practices affect students” (Office of Educational Technology, 2017, p.83). Schools and districts are responsible for informing students and families about the types of student data being collected and the potential uses of this data. It is essential for districts to increase awareness of cyber threats that are present. Additionally, they should implement cyber safety training that promotes responsible behavior and respectful interaction with others, including addressing cyberbullying. (Office of Educational Technology, 2017, p.83). Another issue could arise if the district is not one-to-one with technology, or there isn’t a reliable internet connection. This will limit the teachers' creativity and make it a little more challenging when planning the curriculum and setting up stations or activities along the way. “The 2016 CoSN Annual E-rate and Infrastructure Survey found that affordability still remains the primary obstacle for robust connectivity even though progress has been made; network speed and capacity pose significant challenges for schools; and, finally, too many school systems report a lack of competition for broadband services in many parts of the United States, particularly in rural areas.” (Office of Educational Technology, 2017, p.49).

Student Choice

In today's classrooms, student choice is limited. Classes are typically led by teacher lectures, with a demonstration of a few problems on the board or via camera, followed by worksheets and then exit tickets to evaluate learning. This approach often results in student disengagement and an increasing educational gap each year. If teachers want to help students, we must give them choice, ownership, and voice by creating significant learning environments inside the classroom (Harapnuik et al., 2018).

 When using blended learning, students have a choice in how they learn and the materials they use to learn. They have a variety of ways to show competency and mastery of content, with boundaries and rules set in place. Instead of writing a research paper, they could draft a video or PowerPoint presentation to share with the teacher and class. They could choose to post it on Google Classroom and get feedback from their peers before submitting the assignment. When educators center the students' learning around choice, they offer scaffolded opportunities for decision-making, and students can connect their learning experiences to their interests and passions (Merrill & Gonser, 2021). The key is giving them a choice. This will help direct their learning for the rest of their lives. Technology can be a powerful tool to personalize learning and provide students with a choice over what they learn and at what pace. This in turn, will transform learning, build relationships between students and educators, and shrink equity gaps by meeting the needs of all learners (Office of Educational Technology, 2017). 

When setting up station rotations in class, teachers can personalize learning for each student using real-life scenarios and examples in their programs on the computers. 

Technology can enable personalized learning or experiences that are more engaging and relevant. Mindful of the learning objectives, educators might design learning experiences that allow students in a class to choose from a menu of learning experiences—writing essays, producing media, building websites, collaborating with experts across the globe in data collection—assessed via a common rubric to demonstrate their learning. Such technology-enabled learning experiences can be more engaging and relevant to learners (Office of Educational Technology, 2017, p.16).

Conclusion

Implementing blended learning in our public education system will increase student engagement and achievements for future success (Harapnuik, D. 2016). Blended learning will help teachers fill in the learning gaps of varying achievement levels through structured differentiated learning options to meet the needs of each student (Brodersen and Melluso, 2017). Blended learning will build a foundation of innovation for flexible, differentiated learning experiences and environments for all students while also fostering a love for learning because it gives students COVA (choice, ownership, voice, and an authentic learning environment) (Harapnuik & Thibodeaux, 2023). It is time to let teachers be innovators. Let them leverage the advancement of technology to meet the needs of their diverse learners, including those who require accelerated growth, by customizing our students’ learning through blended learning.

Since the early 1900s, information has been presented linearly. This factory-style learning environment presents information to every student in the same way. This has not, and will not work because each learner is different, has different content knowledge and skills, and learns in a variety of ways. Educators know this because they are told to differentiate instruction and modify assignments depending on the student. So why not leverage technology to help adapt content and align it with students’ individual interests and needs to push them towards mastery by meeting all students where they currently are? Technology is our future, and if we do not incorporate it into blended learning, we are doing a disservice to our students. In this century, our students need to be problem solvers. Educators have to give students the chance to develop critical thinking skills by stepping away from teacher-led instruction and giving them the reins in their learning environment by implementing blended learning.