Research Outline

RESEARCH PAPER OUTLINE

Research Paper Outline

Brenda Wilson

School of Education, Liberty University

Author Note

Brenda Wilson

I have no known conflict of interest to disclose.

Correspondence concerning this article should be addressed to Brenda Wilson.

Email: [email protected]

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How Blended Learning is Impacting Is Impacting the Teaching and Learning Environment.

I. Historical Description A. What Do We Mean By Blended Learning (Hrastinski, 2019)

1. Face to Face with Computers Integrated 2. Face to Face with Online Learning Experiences 3. Blended learning is an effective approach to the passive knowledge

engagement of a massive number of students, which also increases learning outside the traditional face-to-face learning environment (Oakley, 2016).

B. Blended Learning Continuum (Hrastinski, 2019) 1. Fully online curriculum with all learning done online and at a distance and no

face-to-face component. 2. Fully online curriculum with options for face-to-face instruction, but not

required. 3. Mostly or fully online curriculum with select days required in classroom or

computer lab. 4. Mostly or fully online curriculum in computer lab or classroom where

students meet every day. 5. Classroom instruction with significant, required online components that

extend learning beyond the classroom and beyond the school day. 6. Classroom instruction integrating online resources, but limited or no

requirements for students to be online. 7. Traditional face-to-face setting with few or no online resources or

communication. C. Studies have shown that blended learning has grown from a distant hope to a

very real model in which teachers use a mixture of classroom and online learning experiences to allow students a level of autonomy over the place, format and pace in which they interact with classroom content (Acree et al., 2017; Kazakoff et al., 2018).

D. When teachers have a good handle on what they are teaching, they are better able to assess what students do and do not know and how to proceed with that valuable knowledge in ways that will assist students (Pierce, 2017, p. 1- 2). 1. Lesson Plans 2. Instructional Activities

II. Current Research A. Characteristics of Blended Learning

1. The concept of blended learning is rooted in the idea that learning is not just a one-time event—learning is a continuous process. Blending provides various benefits over using any single learning delivery medium alone Singh (2003).

2. Blended learning should be viewed as a pedagogical approach that combines the effectiveness and socialization opportunities of the classroom with the technologically enhanced active learning possibilities of the online

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environment, rather than a ratio of delivery modalities Dziuban, Hartman and Moskal (2004).

3. In a blended learning approach to instruction, the teacher takes a more passive role in the instructional process while students take a more active role as they engage in the purposeful learning activities that their teacher has designed and move through at a relatively autonomous level and pace (Pierce, 2017, p. 1-3).

B. While these methods of instruction can look a variety of different ways, students commonly engage in face-to-face, in person learning experiences through teacher-led instruction, collaborative group work with peers, and station-work in the classroom (Acree et al., 2017, p. 107).

C. Models of blended learning (Friesen, 2012) 1. Rotation Model 2. Flex Model 3. Self-blending Model 4. Enriched-Virtual Model

D. A flipped classroom, like blended learning, is a relatively new approach to teaching, gaining ground with educators in the last five to ten years (Schmidt & Ralph, 2016, p. 1).

E. Flipped teaching “flips” the traditional gradual release model of “I do, we do, you do” to “you do, we do, I do” to efficiently utilize class time and more deeply and thoughtfully engage students in the learning process (Schmidt & Ralph, 2016, p. 1).

F. It is to understand that every strategy has its own Advantages and Disadvantages. In a corporate setup, professionals think whether the advantages/ benefits outweigh the disadvantages limitations (Rao, 2019). 1. Advantages 2. Disadvantages

G. Instructional Methods (Diep et al 2017) 1. Synchronous 2. Asynchronous

H. Reason that students are increasingly engaged in a blended learning classroom is that they are discovering the information for themselves (Pierce, 2017.)

I. Because the field of blended learning, and particularly the field of K-12 blended learning, is still emerging, research on blended learning – and more specifically on the impact of teachers and specific teaching practices on student learning in blended learning environments – is still quite limited (Schwirzke et al., 2018).

J. Research on the teacher’s impact on student learning, however, has rarely taken place in the context of a blended learning environment (Kennedy & Ferdig, 2018).

III. Biblical Integration A. Study to shew thyself approved unto God, a workman that needeth not to be

ashamed, rightly dividing the word of truth (KJV, 2Timothy 2:5).

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B. Take fast hold of instruction; let her not go: keep her; for she is thy life (KJV, Proverbs 4:13).

C. But the anointing that you received from him abides in you, and you have no need that anyone should teach you. But as his anointing teaches you about everything, and is true, and is no lie and even as it has taught you, abide in him (KJV, 1John 2:27).

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Annotated Bibliography

Wilson, B. (2021). How Blended Learning is Impacting Is Impacting the Teaching and Learning Environment.

This article discusses how blended learning is impacting teaching and learning in a K-12 setting. It defines what blended learning is and how it has evolved over time. While providing a continuum for the reader to give them an overview of how blended learning can occur in any given classroom setting. It also discusses current trends in which it provides models of blended learning, the advantages and disadvantages of blended learning, as well as instructional methods with teachers having the opportunity to teach their students synchronously and asynchronously on any given day. The reader will also be able to gauge why students become engaged in a blended learning environment.

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References

Acree, L., Gibson, T., Mangum, N., Wolf, M. A., Kellogg, S., & Branon, S. (2017). Supporting

school leaders in blended learning with blended learning. Journal of Online Learning

Research, 3(2), 105-143. Https://files.eric.ed.gov/fulltext/EJ1151090.pdf.

Diep, A. N., Zhu, C., Struyven, K., & Blieck, Y. (2017). Who or what contributes to student

satisfaction in different blended learning modalities? British Journal of Educational

Technology, 48(2), 473– 489. Https://doi.org/10.1111/bjet.12431.

Dziuban, C., Hartman, J., & Moskal, P. (2004, March 30). Blended Learning, ECAR Research

Bulletin. Http://www.educause.edu/ecar/.

Friesen, N., (2012), "Report: Defining Blended Learning".

Hrastinski, S., (2019). What Do We Mean by Blended Learning? TechTrends 63:564–569.

Https://doi.org/10.1007/s11528-019-00375-5.

Kazakoff, E. R., Macaruso, P., & Hook, P. (2018). Efficacy of a blended learning approach to

elementary school reading instruction for students who are English learners. Educational

Technology, Research and Development, 66(2), 429-449.

Kennedy, K. & Ferdig, R. E. (Eds.), Handbook of research on K-12 online and blended learning

(2nd ed.). Pittsburgh, PA: ETC Press.

King James Bible. (2003). Thomas Nelson, Incorporated. (Original Work Published 1798).

Proverbs 4:13, 1John 2:27, & 2Timothy 2:5.

Oakley, G., (2016). From Diffusion to Explosion: Accelerating Blended Learning at the

University of Western Australia. Blended, p.67. UNESCO 2016, United States.

Pierce, D. (2017). What effective blended learning looks like: No two blended learning

classrooms will look exactly alike but here are some common elements for success.

THE Journal, 44(1), 1-3.

Rao, C.S., (2019). Blended Learning: A New Hybrid Teaching Methodology. Journal for

Research Scholars and Professionals of English Language Teaching. JRSP-ELT, Issue

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13, Vol. 3, 2019, www.jrspelt.com.

Schmidt, S. M. P., & Ralph, D. L. (2016). The flipped classroom: A twist on teaching.

Contemporary Issues in Education Research, 9(1), 1-6.

Schwirzke, K., Vashaw, L., & Watson, J. (2018). A history of K-12 online and blended

instruction in the United States. In Kennedy, K. & Ferdig, R. E. (Eds.), Handbook of

research on K-12 online and blended learning (2nd ed.) (7-20). Pittsburgh, PA: ETC

Press.

Singh, H. (2003). Building Effective Blended Learning Programs. Retrieved July 20, 2015 from

asianvu.com/digitallibrary/elearning.

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