Literature Review

Introduction

     As educators gain more access to technology, they constantly look for new ways to implement digital learning in their classrooms. One learning model that is gaining popularity is the blended learning model. Blended learning happens when a formal education program has learners learn partly through online learning where the learner has some control over the time, place, path, or pace (Horn & Staker, 2015). Aside from looking for ways to incorporate technology in classrooms better, teaching today often comes with myriad obstacles. Teachers frequently have difficulty finding ways to keep students engaged. Teachers are also expected to make significant learning gains for all students despite them entering the classroom at various levels. While teaching students grade-level curriculum, educators must also prepare their learners to be future-ready by using critical thinking skills, collaboration, creativity, and communication. This literature review will explore how blended learning affects student motivation and engagement, provides personalized learning experiences for diverse learner populations, and provides students with authentic learning opportunities that foster the four C’s of education, creativity, critical thinking, collaboration, and communication (Budhai & Taddei, 2015). Also discussed are considerations for staff development and training when implementing an effective blended learning model.

 

Student Engagement and Motivation

     Today’s learners are surrounded by technology more than ever before. With video games, social media reinforcements, and access to stream anything instantly, students have become accustomed to instant gratification which can lead to a decrease in motivation and engagement in the classroom. 

     Chiu (2021) noted in his study that personalized interactions are necessary for students in digital settings so that they do not feel isolated. Although blended learning is not solely an online setting, this highlights the importance of feedback enhancing engagement. With a blended learning model, teachers can indirectly increase engagement by maximizing digital tools to easier track student progress and provide customized feedback (Persada et al., 2020). Educators have also seen the importance of providing immediate feedback when students are practicing new skills. For students to gain quality practice, they need to know they are practicing the skill correctly. Many digital learning programs offer immediate feedback responses improved by digital learning tools which reinforce correct practice of the skill and motivates the student to continue to improve (Persada et al., 2020).

     Using varied multimedia can also improve student engagement. Using a digital platform offers multiple ways for learners to be exposed to information. Teachers can provide interactive slideshows, videos, and audio recordings to help make learning more accessible and appealing to all learners (Contaoi, 2024). Using these multiple forms of multimedia can help reach learners with different learning styles. 

     According to Contaoi (2024), many teachers report that gamified quizzes enhance student engagement. Because of the interactive and playful nature, students’ interest rises when using gamified quizzes especially when being used in competition. There are many programs that teachers may use to access already created content or even customize their own quizzes based on student needs in a game-based form.

     In blended learning, part of the appeal comes from the student’s ability to have control (Horn and Staker, 2015). A strong correlation between blended learning and academic motivation was found. Positive correlations can be attributed to the student's ability to take charge of their education, track their progress, and reflect on their learning using an online platform or digital tools. This leads to an increase in the student’s intrinsic motivation since they become active participants in their education (Shoukat et al., 2024).

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Personalized Learning Experiences

Each year teachers welcome a diverse group of learners into their classrooms such as students with individualized education plans (IEPs), English language learners, and students in the gifted program. Blended learning can be a tool for teachers to better provide personalized learning experiences built for their diverse learners.

     Research has shown that large gains can be made when utilizing a blended learning model for students with special needs. Since students can work at their own pace, teachers can assign learning pathways that specifically match a student's IEP goals. Using an adaptive program will ensure that the student reaches mastery before moving on to a different skill. Recent trends also encourage educators to provide the least restrictive environment (LRE) for students receiving special education services. Using online tools such as text-to-speech and speech-to-text allows students to access assignments that may not have been accessible without an available teacher or aide (Greer et al., 2014). Students also may have access to online readers for students who have difficulty reading (Rivera, 2017).

     In another study, Prescott indicated that English language learners (ELLs) were positively impacted by a blended learning model in grades K-5. In each grade, except for grade 1, student gains were equally strong, if not stronger, for ELLs compared to students who were not ELLs (2018). This indicates great effectiveness and that blended learning may be used to target students with significant skill gaps to help catch up to their on-level peers.

     Personalized learning experiences can also be created for students who need extension to more deeply connect to their learning. Teachers must provide engaging and challenging lessons. McKoy and Merry (2023) highlight many resources that teachers and students may access to support project-based learning. For example, using PenPal schools gives options for lessons guiding discussions around real-world topics of interest. Students can choose a topic and develop a project based on the options provided by the website (McKoy & Merry, 2023). Students can also use the highest level of Bloom’s Taxonomy by visiting Tinkercad. Students will have the opportunity to use their design and engineering skills to create designs, construct simulated electronic circuits, and produce 3D models (McKoy & Merry, 2023). 

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Incorporating the 4Cs of Education with Technology

     Critical thinking, communication, collaboration, and creativity are essential skills that 21st-century learners should be equipped with to be successful (Budhai & Taddei, 2015). Budhai and Taddei (2015) state that to keep the focus on learning and not technology integration, we should be asking, “How can technology transform the learning experience and foster the 4Cs?”

     Critical thinking and problem-solving skills are essential skills for students to be successful in the real world. Problem-based inquiry is one way to engage students in their critical thinking. Incorporating technology into their learning, students can research online to help support their reasoning in solving problems. In doing this, students then synthesize information that they know with new information they are finding (Budhai & Taddei, 2015). One way students can do this is by creating a space online to share their thoughts on certain prompts. In this space, students can also respond to each other while using their reasoning to engage with each other (Budhai & Taddei, 2015). With technology tools like social media, learning portfolios, and Storyboard That, students can also use their critical thinking to explain a problem that affects their local or global community (Budhai & Taddei, 2015).

     Without communication, we are unable to share and express our ideas. Teaching effective communication skills to a digital generation is critical. Students can use tools like videos, wikis, blogs, and social media to share their learning with others. With access to this technology, students can also develop cultural awareness by engaging with learners in other parts of the world (Budhai & Taddei, 2015).

     Without communication, you can’t have collaboration. Collaborative learning means that small groups join together to improve their own and each other’s learning (Johnson & Johnson, 1999.) One example named is the software FrameVR. With this resource, students can create a virtual space to collaborate. Students can create avatars and simulate indoor or outdoor spaces. Within these spaces, collaboration is not limited to within the classroom but may extend to their homes (McKoy & Merry, 2023). With younger students, a more viable option may be to use tools such as Google Docs or Padlet. Students can collaborate to develop products based on teacher assignments (Budhai & Taddei, 2015).

     Creativity is important in helping students think outside the box. Blended learning can help foster students' creativity by them to explore their interests (McKoy and Merry, 2023). With the use of choice boards or menus, students can choose to create a product that interests them. Technology can provide many opportunities to support this. If students choose to create a digital poster to share their learning, they may do this through Glogster. Another option may be to create a timeline using Timetoast. Allowing students to choose digital tools or resources will help encourage their creative thinking (Budhai & Taddei, 2015). Budhai and Taddei (2015) state “If students have a choice, they can use tools they are comfortable with and most likely create more meaningful work.” 

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Considerations

     With the implementation of a blended learning model, schools have found that some things could be improved. Teachers play a vital role in ensuring the success of this model. Teachers act as a facilitator or coach while fostering students cognitive, developmental, social, and emotional needs (Shin, 2021). According to a study completed by Shin, he found that teachers believed that an online program that consisted of courses in different domains helped them to more effectively work in a school that enforced a blended learning model (Shin, 2021). The most effective training model seemed to be one where teachers participated in online courses as well as field placements that modeled effective strategies while also providing opportunities to reflect on their experiences (Shin, 2021). In order to continue to be successful, more quality blended learning classroom models should be discovered and documented to be presented to teachers (Shin, 2021).

 

Conclusion

     There are many aspects to using a blended learning model that appeal to 21st-century learning classrooms. Being able to blend virtual learning along with face to face learning seems to mesh the best of two worlds. Personal agency means students are in control of their own learning. With being able to make their own choices, student engagement increases (Osguthorpe & Graham, 2003). The nature of blended learning also provides a greater access to knowledge which increases accessibility to information to students. Being able to provide students with more varied content allows for more personalized learning based on individual student needs and interests (Osguthorpe & Graham, 2003). As we continue to teach in an era where technology is changing at a fast pace, our responsibility to students is to prepare them to be 21st-century learners. Using a blended learning model provides teachers a way to engage students with the 4Cs of education, critical thinking, communication, collaboration, and creativity. Incorporating the 4Cs of learning in a blended learning model helps teachers keep the focus on learning versus putting the focus on technology (Budhai & Taddei, 2015). However, building a successful blended learning model requires some considerations from administrators and other staff members. Teachers must be properly trained and exposed to exemplary models of successful personalized learning and blended learning classrooms. Teachers must also be willing to reflect to continue to innovate and improve their practices (Shin, 2021). 

 

References

Budhai, S. & Taddei, L. M. (2015). Teaching the 4Cs with technology. ASCD. 

 

R. Contaoi, S. (2024). Reading engagement strategies in blended learning

     context. International Journal For Multidisciplinary Research.

 

Chiu, T. (2021). Digital support for student engagement in blended learning

     based on self-determination theory. Computers in Human Behavior. 124,

     106909. doi: 10.1016/j.chb.2021.106909

 

Greer, D.L., Rowland, A., & Smith, S.J. (2014). Critical considerations for

     teaching students with disabilities in online environments. Teaching

     Exceptional Children, 46, 79 - 91.

 

Horn, M. & Staker, H. (2015). Blended: Using disruptive innovation to improve

     schools. Jossey-Bass

 

Johnson, D. W. & Johnson, R. T. (1999). Making cooperative learning work. 

     Theory Into Practice, 38(2), 67-73-

     https://doi.org/10.1080/00415849909543834

 

McKoy, S., & Merry, K. E. (2022). Engaging advanced learners with

     differentiated online learning. Gifted Child Today.

     https://doi.org/10.1177_10762175221131068

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Osguthorpe, R.T., & Graham, C.R. (2003). Blended learning environments:

     Definitions and directions. The Quarterly Review of Distance Education, 4.

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Persada, S. F., Miraja, B. A., & Nadlifatin, R. (2019) Understanding the

     generation Z behavior on D-Learning: A Unified Theory of Acceptance and

     Use of Technology (UTAUT) approach.

 

Prescott, J.E., Bundschuh, K., Kazakoff, E.R., & Macaruso, P. (2018).

     Elementary school–wide implementation of a blended learning program

     for reading intervention. The Journal of Educational Research,      111, 497

     - 506.

 

Rivera, J. H. (2017). The blended learning environment: A viable alternative

     for special needs students. Journal of Education and Training Studies,

     5(2), 79. https://doi.org/10.11114/jets.v5i2.2125

 

Shin, S. (2021). What does it take to build a blended teacher education

     program for personalized and blended learning schools? Tech Trends, 65,

     1010 - 1026.

 

Shoukat, R., Ismayil, I., Huang, Q., Oubibi, M., Younas, M., & Munir, R. (2024).

     A comparative analysis of blended learning and traditional instruction:

     Effects on academic motivation and learning outcomes. PloS one, 19(3),

     e0298220. https://doi.org/10.1371/journal.pone.0298220 (Retraction

     published PLoS One. 2024 Apr 18;19(4):e0302484. doi:

     10.1371/journal.pone.0302484)