Important Teacher Qualities for Integrating Blended Learning in Higher Education

Blended learning is widely accepted in Peruvian higher education for a number of reasons, including the fact that it allows students more leeway to accommodate their own unique schedule and learning needs. The present qualitative research investigates the qualities of effective teachers that are crucial to the successful implementation of blended learning from the vantage point of experts, who can gain valuable insight into the causes of organizational problems and the best strategies for resolving them. There are seven positive characteristics of blended learning teachers, such as the ability to recognize the need for pedagogical change or the confidence to incorporate technology into learning processes, and four negative characteristics, such as a lack of familiarity with blended learning or anxiety about students use of technology. Blended learning in higher education is investigated here to identify the factors that influence it

Leadership in High Achieving Blended Learning Schools

The use of blended learning in kindergarten–12 (K–12) schools in the past decade has seen a dramatic increase, but the research on the effectiveness of blended learning has shown mixed results. However, some schools use blended learning that would be considered successful. The purpose of this study was to explore the lived experience of principals in high-performing schools that use blended learning. A post-intentional phenomenological methodology was used to explore the lived experience of the principals in this study. The primary source of data collection was semi-structured interviews of 12 school principals. The principals in this study had common experiences related to (a) collaboration, (b) cultivating culture and climate, (d) development and evaluation of instruction, and (e) desk work. This study indicates that the experience of a principal in a blended school is like the experience of a principal in a school that does not use blended learning, except in the manifestation related to using data to inform development and evaluation of instruction. Additional research should be conducted on factors related to successful blended learning schools to those that are not successful. The definition of blended learning needs further examination as the definition of blended learning and hybrid learning is too broad in most research related to blended learning. Findings from this research will help future research on blended learning and help the leaders of hybrid and other schools that use blended learning

Blended Learning Researches in Iran: Several Fundamental Criticisms

The present study seeks to critically review the state of the blended learning researches in the Iranian context. For this critique, 47 papers about blended learning were found in a number of indexing databases and their contents were analyzed. The contents mainly revolved around use of relevant terminology, features of blended learning, methodology, levels of blended learning, variables of the study, and the analyzed educational programs. Some major criticisms that can be leveled at these studies include limited range of terminology, inappropriate use of key concepts, overemphasis on quantitative methods, overuse of pseudo-empirical method, lack of case studies, mistaking blended learning for application of computers in education, excessive concentration on the level of educational programs, superficial treatment of the distinction between learning and retaining, lack of attention to some of the variables of blended learning, and use of blended learning for primary and secondary education

A Case Study of the Station Rotation Blended Learning Model in a Third Grade Classroom

The purpose of this study was to provide educators and other individuals who are interested in the Station Rotation blended learning model with an opportunity to peek inside a classroom setting as the model was being implemented in a third grade classroom. Specifically, this study researched what happened in a third grade classroom during an implementation of the Station Rotation blended learning model and the resulting perceptions of the model by the third graders who were part of the study. One teacher and 31 third graders participated in this case study over the period of a semester. Through a teacher questionnaire, teacher/researcher journals, and observations by a principal, an assistant principal, a literacy instructional coach, a math instructional coach, and the researcher (via video), nine themes emerged that explained what happened during the Station Rotation blended learning implementation. Seven of the themes were directly related to the teacher’s actions within the blended classroom: Managing Learning Materials/Work Spaces, Routines, Classroom Management, Technology, Teacher’s Role, Logistics of Blended Learning, and Instructional Considerations. Two of the themes, while not actions directly performed by the teacher, still impacted the teacher’s decisions during the implementation: Students’ Actions and Interruptions to Learning. It was recommended that future blended educators consider these nine themes as they begin implementing a Station Rotation blended learning model in their classrooms. Additionally, 31 third grade students participated in student focus group interviews and completed student questionnaires. Five positive and two negative themes emerged that explained the perceptions the students had about the Station Rotation blended learning model. The five positive themes were Content, Technology, Learning, Fun, and Getting Help, and the two negative themes were Challenging Work and Technology. While the students did share two negative themes, the overall perceptions of the Station Rotation blended learning model were very positive. Finally, recommendations were given to future educators about implementing this model in their classrooms. These recommendations included five lessons for educators who are ready to begin blending learning. The five lessons were (1) give yourself permission to make mistakes and learn with the students, (2) be flexible, (3) start small; you do not have to blend every lesson of every subject every day, (4) it is okay to teach a whole class lesson when needed, and (5) collaborate with other blended learning teachers. Implications for current and future educational fields were provided including insights into what occurs during a Station Rotation blended learning model within an elementary school classroom and by giving a genuine look at how students in an elementary-aged classroom perceive the Station Rotation blended learning model

Teacher Perceptions of Blended Learning to Support 21st Century Learners

The purpose of this qualitative study was to understand teacher perceptions of blended learning as an instructional methodology for addressing the needs of diverse learners. The researcher explored the perceptions of teachers who were participating in an ongoing professional development program within their school district. This program focused on improving teaching and learning through the implementation of a blended learning approach. The researcher examined the experiences of teachers as they learned to adapt pedagogical practices to address the learning needs of 21st century students through blended learning. The researcher sought to gain a better understanding of how teachers perceived that utilizing a blended learning methodology impacted pedagogical beliefs, practices, and student learning. Based on the research questions guiding this study, data was collected from individual, in-depth interviews with fifteen educators. Twelve participants were classroom teachers and three participants were school administrators. The analysis of this data identified the following commonalities regarding teacher perceptions of blended learning as an instructional methodology for addressing the needs of diverse learners: knowledge and understanding of effective instructional practices, enhancing instruction with the strategic use of technology, personalizing learning, technology-enabled assessments to support instruction, engaging and empowering learners, and relevant professional development and support. These results can benefit educators in adapting effective instructional practices to reach all learners

AN INVESTIGATION OF TEACHER AND ADMINISTRATOR PERCEPTIONS OF BLENDED LEARNING: IMPLEMENTATION, STUDENT LEARNING, AND PROFESSIONAL DEVELOPMENT

Blended learning is an instructional approach to teaching that has been part of the education field for several years. While the concept of blended learning has been around for many years, a common definition of this concept fails to exist. In the past, blended learning was considered to be the technological component that was part of the classroom lesson, however, it may also be considered a combination of instructional approaches that includes technological components. Utilizing a qualitative approach, this phenomenological study was used to examine the perceptions of teachers and administrators with regards to their understanding of how the concept of blended learning is defined, as well as how it may affect student learning within the classroom. Furthermore, it explored the types of supports that teachers shared were needed through professional development, as well as what they believed to be the most effective approaches to support models of professional development to aid in their learning and understanding. All items were analyzed and coded by the researcher and subsequently reviewed by an independent auditor. The triangulation of data sources included survey data, interview responses, and focus group information. Qualitative results indicated that a shared definition of blended learning does not exist amongst educators. Although a shared definition could not be found within this study, specific instructional components were discussed and identified by participants with regards to defining the instructional approach to blended learning. It is necessary to note that all participants within this study worked within a common school district. This research revealed that educators within this study have perceptions regarding how instructional components and practices support student learning and may lead to greater achievement within the classroom. Furthermore, participants were cognizant of their own teaching strengths and weaknesses and provided ideas regarding how professional development related to blended learning, along with additional focus areas, may greater support their abilities as classroom instructors

A blended learning model in higher education: a comparative study of blended learning in UK and Malaysia

Blended learning, involves the combination of two fields of concern: technology and education; or two groups of people: technologists and educationists. However, current literature shows less consideration on the potential disciplinary gap in the blended learning experience, as a result there is a paucity of evidence from cross-country/institutional/disciplinary investigations. This study aimed to explore, analyse and compare the blended learning experience in higher education. The research is reflected in 3 questions: (1) What are the current blended learning experiences in the selected higher educational institutions? (2) How such experience varies in different disciplines? (3) What are the reflections on the comparative experiences in (1) and (2)? The qualitative case study with comparative methods was used to obtain in-depth findings for these research questions. I visited 4 universities in two countries and sampled 51 research participants’ voices from contrasting disciplines. With these voices, I thoroughly discussed individual case studies, followed by a cross-case and cross-discipline comparison. These findings enabled insights to be drawn on a major argument: blended learning did enable and enhance learning experiences in all case studies but disciplinary differences remain a major challenge. The analysis shows that academics from science-based disciplines have an advantage at the instrumental level of technological usage without transforming learning experience; social science-based academics, due to their disciplinary nature, have embedded technology in wider trans-technical aspects that would enhance and transform learning and teaching. In the context of blended learning, I would argue that learning has not been enhanced (1) if the technology is the sole focus; (2) if the research effort of “technology enhanced learning” does not gain ground in educational theories and (3) does not recognise the disciplinary differences. Arising out of these findings, I proposed a blended learning model that indicates the boundary of the current literature and research findings, and a blended learning definition - an educational-focused process to enhance and transform f2f learning with the blend of technology in a symbiotic relationship. It is necessary for educationists and technologists to establish such a symbiotic relationship and the inter-disciplinary integration and discourse, that may impact on the individuals’ practice beyond their own disciplinary territory

Blended learning environments to foster self-directed learning

This book on blended learning environments to foster self-directed learning highlights the focus on research conducted in several teaching and learning contexts where blended learning had been implemented and focused on the fostering of self-directed learning. Several authors have contributed to the book, and each chapter provides a unique perspective on blended learning and self-directed learning research. From each chapter, it becomes evident that coherence on the topics mentioned is established. One of the main aspects drawn in this book, and addressed by several authors in the book, is the use of the Community of Inquiry (CoI) framework when implementing teaching and learning strategies in blended learning environments to foster self-directed learning. This notion of focusing on the CoI framework is particularly evident in both theoretical and empirical dissemination presented in this book. What makes this book unique is the fact that researchers and peers in varied fields would benefit from the findings presented by each chapter, albeit theoretical, methodological or empirical in nature – this, in turn, provides opportunities for future research endeavours to further the narrative of how blended learning environments can be used to foster self-directed learning

Blended learning environments to foster self-directed learning

This book on blended learning environments to foster self-directed learning highlights the focus on research conducted in several teaching and learning contexts where blended learning had been implemented and focused on the fostering of self-directed learning. Several authors have contributed to the book, and each chapter provides a unique perspective on blended learning and self-directed learning research. From each chapter, it becomes evident that coherence on the topics mentioned is established. One of the main aspects drawn in this book, and addressed by several authors in the book, is the use of the Community of Inquiry (CoI) framework when implementing teaching and learning strategies in blended learning environments to foster self-directed learning. This notion of focusing on the CoI framework is particularly evident in both theoretical and empirical dissemination presented in this book. What makes this book unique is the fact that researchers and peers in varied fields would benefit from the findings presented by each chapter, albeit theoretical, methodological or empirical in nature – this, in turn, provides opportunities for future research endeavours to further the narrative of how blended learning environments can be used to foster self-directed learning

The Transition To Blended Learning: Students’ Perceptions Of Online Interaction

This thesis investigates the problem of low student interest and interaction in online synchronous and asynchronous activity during a transitional phase to blended learning. The key research question investigated how students’ experience of blended learning might inform practice, in order to improve students’ participation in online interaction. The participants were a self-selected sample of 581 students aged 19 to 73 years and predominately woman students. This sample was obtained from 13 regions of The Open University across the UK from students who had studied two undergraduate psychology modules at The Open University during the transition in 2012 to a blended learning tuition strategy. A mixed-methods case study design was employed, composed of an adapted version the Course Experience Questionnaire originally designed by Ramsden (1991). This instrument consisted of 37 questions exploring students’ perceptions of the introduction of blended learning into their respective modules, further modified with the addition of a ‘tick-box’ media survey and an expandable window for students to offer open comments on their experience. Factor analysis was applied to the two sets of quantitative data and thematic analysis to the qualitative data set, employing a convergent design. The findings from the three data sets complemented each other to represent the students’ perspectives on blended learning which served to reveal areas of students’ learning and interaction that did not comfortably align with theoretical ideas and expectations regarding blended learning provision, suggesting a social constructivist theoretical explanation to account for this disjuncture. The findings draw attention to the pedagogy and design of blended learning that remain relevant in practice today. Enhancing the performance of curriculum design and delivery is suggested in order to further develop the blended learning experience of students. It is recommended that some reconceptualisation of the tutors’ role should be considered. Further qualitative research to coalesce feedback from module designers, tutors and students on blended learning modules is also recommended