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Blended learning case study

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Blended learning case studies.

The Michael & Susan Dell Foundation recently published a series of case studies on five school networks engaged in blended learning. These case studies provide deep insight into the following:

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Case Study 1: Broad Conceptualization

McCracken and Dobson (2004) provide an example of how learning purpose, context, and blended learning ingredients lead particular learning methods. They propose a process with “five main design activities” (p.491) as a framework for designing blended learning courses. The process is illustrated with a case study of the redesign of a class at The University of Alberta called Philosophy 101 (pp. 494 – 495):

Even this simplified description illustrates the multilayered, multifaceted nature of blended learning environments. With such a large canvass, the most important design principle might be to start small . “Creating a blended learning strategy is an evolutionary process.” (Singh and Reed, 2001).


This chapter is a remix containing materials licensed under a variety of open licenses including:

Blended Learning Handbook by University of Alberta Centre for Teaching and Learning is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

Blended Learning Case Study

case study blended learning

Show More The implementation of Common Core has created a tremendous push to create student-driven classrooms using technology. Blended learning, with its mix of technology and traditional face-to-face instruction, is an approach to accomplish this task. Blended learning combines classroom learning with online learning, in which students can, in part, control the time, pace, and place of their learning. Blended Learning has positive and negative results. Supporters of blended learning programs believe that through strategic implementation of with quality content and curriculum, students gain access to more personalized and engaging learning. Propents of blended learning argue that this method may not provide enough personal attention, guidance, and assistance …show more content… At the start of the 2012-2013 school year, Spring City Elementary Hybrid Learning School implemented a whole school, blended-learning program. From the onset, school leaders involved all teachers and grade levels in the transformation. Teachers participated in nine full days of professional development to prepare themselves and their classrooms for the transition. Before the school began integrating technology, teachers redesigned the physical layouts of their classrooms to fit the blended model. School and district leaders phased technology slowly into classrooms to emphasize that blended learning is an instructional delivery model, not a technology plan. Each classroom began with just a few tower computers and over time has added computers, tablets, and interactive whiteboards. The school uses the Station Rotation model of blended learning for its core subjects. Students rotate between three learning stations—individual, collaborative, and direct instruction—every 20 minutes and then change subjects after a full set of rotations. Students spend at least 80% of the school day learning in the blended model and have some control over their pacing when using online curriculum. Since launching the blended program, school leaders have continued to evaluate the effectiveness of the online curriculum and change products as needed; the school is currently using Compass Learning, Achieve3000, ST Math, Reading Eggs, and Education City. Teachers use data from the online curriculum to target direct instruction and decide on collaborative-learning activities and groupings. Collaborative learning often involves projectbased activities that may span several days. Student groupings are fluid and change regularly. The school’s test scores on the Pennsylvania System of School Assessment (PSSA) have risen for all grades and subjects since the implementation of the blended program, with the highest gains for

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School Uses Three-Step Approach to Implement Blended Learning

Alex Gonzalez is a Technology Coordinator at Health Sciences High and Middle College (HSHMC) in San Diego, California. Classrooms are equipped with Chromebooks, iOS devices and teacher MacBooks to support the school’s blended-learning environment.


Educators at HSHMC were presented with a number of challenges when the two schools transitioned to the blended-learning teaching methodology.

Alex and his peers developed a three-step approach to blended learning that helped ease the transition and ensure ongoing success.

1. Research and acquire EdTech resources

Alex thoroughly assesses every EdTech resource before introducing it to his teachers. He said that technology must help teachers work smarter and be compatible with education goals.

“Teachers use iPads, but students predominantly use Chromebooks because they need keyboards for web technologies and web-based standardized testing,” Alex said. “EdTech software must be device agnostic to work around our diverse ecosystem of iPads, Chromebooks and MacBooks.”

2. Train Teachers

HSHMC educators complete a “teacher tech trek” to earn their Leading Edge Certification, a nationally recognized EdTech certificate. It includes hours of professional development that helps them learn how to effectively use EdTech resources.

“I am no longer the only tech expert here,” Alex said. “We have more than 40 educators certified. That allows us to use professional development time more effectively because we don’t have to spend time going over tech basics. We have more deep conversations about what instruction means and what role technology plays in that.”

"As soon as teachers find out we have Reflector available, they want it on their MacBooks. They love it."

case study blended learning

3. Increase student access

Once HSHMC teachers were comfortable with the hardware, Alex focused on finding software to complement the blended-learning environment.

“We’re more conscious about what type of access we can offer students,” Alex said. “Not just access to devices…access to the teacher’s knowledge, feedback and instruction.”

Alex discovered that the Reflector screen mirroring software for Mac could provide greater access to mobile devices and more teacher face time.

“When I first saw Reflector, I said this is going to be perfect for English, math and science,” he said. “When teachers can walk around the classroom and wirelessly display what’s on the mobile device in their hands, that makes them more accessible to students. They’re not sitting behind a desk. It creates a sense of community in the classroom.”

Reflector software gives HSHMC a greater range of mobile connectivity options than traditional screen mirroring hardware.

“Our teachers use it to display two, three or even four mobile devices onto the same screen,” he said. “It allows the entire classroom to see different perspectives and converse about it. Students can take ownership and demonstrate what they know in front of the whole class.”

Case Study

Alex and his peers successfully implemented blended learning at HSHMC. Staff receives thorough training to get the most out of technology in the classroom. The Reflector screen mirroring software brings students increased mobile connectivity and vital teacher face time.

Want to chat with our screen mirroring and device-presentation experts?


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