5315 Lit. Review

Students are like leaves on a tree; there are no two exactly the same. Just as a leaf comes in unique colors, shapes, and sizes, each student has their own unique learning style. Educators are tasked with using a variety of teaching methods to ensure achievement happens as well as understanding the background and individual necessities of each student. One such way this is attempted is through blended learning. Blended learning is being used with increased frequency in both corporate and education realms an is look at as a varying format of teaching that happens through stations, project based learning, and may even include the use of online learning. Blended learning is a fundamental change in the way teachers and students approach the learning experience (Horn & Staker). The basic components are in person classroom activities, online learning materials, and independent study time facilitated by the teacher. Although there is no universal, finite definition of blended learning or a shared language by which the education field can describe it the phenomena remains and little is available to address its effectiveness on student engagement or show if student achievement improves enough to justify incorporating it holistically in the classroom.

It is important to remember that all students do not learn the same way or at the same rate. The effectiveness of blended learning in the 7th grade ELAR classroom, more specifically whether blended learning increases student achievement, is of interest because diverse classroom environments are becoming increasingly popular and in most cases a mandate for teacher evaluation. The focus seems to have shifted from students getting the most out of education to how many ways can information on a standardized test be presented to see what sticks. Two of the most reoccurring themes that affect my innovation plan are how to measure engagement and the design components.

Student Engagement

Student engagement has been a topic of discussion for years. Educators have a constant and repetitive struggle to maintain a high level of engagement in their classroom environments. Teachers across the world are asked How do they empower students to learn?, How can the classroom become more entertaining yet remain educational?, What is the best way to demonstrate the students are valuable?, and if any of the techniques they employ are working. According to Staker, the traditional brick and mortar classroom and the sit and get lesson forum are the least effective teaching methods considering the drastic change in real life simulations. (Staker, 2018). It is critical to the success of the student to foster teaching practicums that stimulate relationship building skills coupled with a specific measurable that will identify if the target outcome was reached and highlight areas of opportunity which the educataor can readily address and employ an action to correct any misunderstandings with the students. The cliché statement, ‘increase student engagement” then becomes a moot point because engagement is directly linked to achievement (Horn & Staker 2015).

Challenges

One of the challenges to measuring the effectiveness of blended learning in the classroom is the backwards thinking that should, but rarely takes place in the classroom. This beginning with the end in mind. This starting point to generate student engagement and increase achievement is not only for the benefit of the student but the teacher. Educators are preparing lessons and student interactions; one should consider all the possible questions the students may have and once collected, then and only then should the planning process begin. The lesson is implemented through interactive classroom activities where the students feel as though both them and their peers are important, the educator cares for them, and they belong. A sense of belonging and tapping into that emotional component helps them to feel apart of the school culture and identify with their peers although they are different (Staker 2017). Once the student feels as if they belong, the teacher can evaluate and measure the engagement’s effectiveness by their responses to the activity. The amount of effectiveness then translates to an increase in student achievement thus aiding the notion that blended learning is crucial to both in the classroom.

Another challenge educators are faced with is the confidentiality of using electronic/digital media in the classroom. This affects the engagement of students because all may not have access to or be given permission to use digital methods for learning. Even in the world of education. Parents who give their students consent may sometimes not enough to thwart off the associated risk and it becomes the duty of the teacher to educate students on the risk and potential predators (Skouge, Kelly, Roberts, Leake, & Stodden (2007). Stahl and Karger (2016) noted that nearly three-quarters of parents surveyed were concerned with issues of privacy. They were concerned that any data collected could be used later to disgrace their children or used as a teaching tool without proper consent. It was also noted that state and federal guidelines seemed confusing and needed to be made more explicit for all parties involved such as schools, staff, parents, and students.

Blended learning can expand classroom options, extend access to authentic engagement, boost student achievement, and improve working conditions for teachers. An area not discussed much in research is budget cuts and the effect that has on student learners. Many schools where blended learning can be beneficial do not have the monetary support needed to ensure students are operating on a one to one basis or even have the classroom space to effectively run stations. Blended learning is an exceptional tool and resource that can benefit both the teacher and the students yet the under-explored realm of achievements gaps is also an area of concern which could also benefit from additional research.

Conclusion

Richard Dufour said the fundamental purpose of school is learning, not teaching. I have seen this for myself and I believe it to be true. The rotation model aspect of blended learning; which is students working in a number of different activities or centers, including whole-group instruction, small group instruction, peer-to-peer activities, pencil and paper assignments, as well as individual work on a computer or tablet has been exceptionally well for my students. The number of times the class goal of 86% or higher has been reached has increased and student participation has skyrocketed. “The ability of learners to think independently, exercise appropriate judgment and skepticism, and collaborate with others to make sense of their changing environment is the only reasonable aim for education. Perhaps the most profound shift is from systems of teaching and supervision of learning to systems of learning and facilitation of learning” (Haddad, 2008b, p. 56). When rigor is increased and comprehension and understanding are solidified it changes the dynamic of the classroom and the aids in supporting the argument to revolutionize the educational system and that blended learning can be measure through effectiveness and an increase in student achievement.

Summary

Rules without relationship results in rebellion. Classes often begin without ever checking into the lives of the students in ways that do not include a passage or word problem. Students are not given the opportunity to discuss something they saw on the news, their family, or other issues on their minds. Research surrounding the benefits of discussing these types of issues collectively the importance of taking time to walk in the students shoes could be beneficial to why students achievement is not on the rise as it should be. Teachers who learn their personalities, how they process their worlds, and how you can effectively communicate on a differentiated platform will also be valuable to those who make the rules. Once the relationship building has occurred, educators can now move into an interactive lesson environment giving students the room to excel and perform.

In a time where the education system as a whole is being pushed to do more with less, Blended Learning is one of the most essential ways to ensure students learn, use their creativity, take ownership, and explore at the same time. The research is there and is ever expanding. It is up to us to engage, reflect, update, and repeat – as many times as the learners mind requires. The downside to this collection of literature is that there is no clear cut way to measure achievement through blended learning in a manner acceptable to school officials (specifically on my campus) aside from multiple choice questions and increased test scores. This is problematic to say the least because in the real world there are no multiple choice question to apply a strategy to. Learners need to connect to more than a process of elimination.

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Campbell, G. (2009, September) “A Personal Cyberinfracture” (New Horizons).

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Haddad, Wadi. (2008a). ICTs for Education. A Reference Handbook. Part 1: Decision Makers Essentials. Washington, D.C.:World Bank. http://www.ictinedtoolkit.org/usere/p_page.php?section_number=0

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Staker, H. “How to Improve Student Engagement. Retrieved June 20, 2018 from https://www.christenseninstitute.org/improve-student-engagement/.

Stahl, W. M., & Karger, J. (2016, September). Student data privacy, digital learning, and special education: Challenges at the intersection of policy and practice. Journal of Special Education Leadership, 29(2), 79-88. Retrieved from http://files.eric.ed.gov/fulltext/EJ1118549.pd