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- Corpus ID: 114243157
Blended learning case study
- Charl Fregona , Agata Sadza
- Published 2016
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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:
- Each operator’s journey into blended learning—the design and decision-making process
- The instructional model, and what blended learning looks like in the classroom for both teachers and students
- The operational supports that make blended learning possible, including human capital structures, data integration, technology infrastructure, facilities, central office supports, and vendor relationships
- The financial implications of blended learning
- Lessons learned from early implementation
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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):
- Identifying learning and teaching principles . The teaching and learning goals were described as requiring active participation, sustained discussion, and, most importantly, inquiry and critical analysis.
- Describing organizational contexts . Team teaching with three professors and up to eleven graduate teaching assistants to engage a class of 250 students in dialogue around ethical and political philosophy.
- Describing discipline-specific factors . The designers are described as being concerned about stereotypes of philosophy as “bearded men professing absolute truths” (p.495). The desire was to represent philosophy as an activity, not a set truths to be absorbed.
- Selecting and situating appropriate learning technologies . Learning activities focused on the process of engagement: presenting and defending a thesis and responding to opposing views. For example, a face-to-face lecture would feature contemporary ethical dilemmas with newspaper headlines or a video clip. Or, the instructors would stage a debate in which they would assume the role of a philosopher under study and then argue from the philosopher’s point of view. Online threaded discussion supplemented small group seminar sections.
- Articulating the complementary interaction between classroom and online learning activities . In the Philosophy 101 example, it was noted how the face-to-face engagement was complemented by more deliberative, asynchronous discourse.
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).
Attribution
This chapter is a remix containing materials licensed under a variety of open licenses including:
- derivative work of content from The BlendKit Reader , edited by Dr. Kelvin Thompson, available under a CC-BY-NC-SA 3.0 license ;
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
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.
@Alex_G_Ojeda
Educators at HSHMC were presented with a number of challenges when the two schools transitioned to the blended-learning teaching methodology.
- How does blended learning fit our mission?
- How does it affect instructional time and learning time?
- What does blended learning do to the setup of the classroom?
- What EdTech resources will help us provide an authentic blended-learning experience for our students?
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."
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.”
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.
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This paper reports a study investigating the implementation of blended learning in a paragraph writing course. The purposes were to investigate the blended learning activities carried out in the paragraph
“Blended learning” appears to have been in use since the popular advent of the Internet and the World Wide Web (www) in the late 1990s (Friesen, Report: Defining Blended learning)
This chapter focuses on the nature and practices of blended learning, what these are, and the issues that are raised as a result of combining face-to-face teaching with the use of educational technologies
PDF | This study aims at exploring the blended learning implementation in English for Arts Education Program and reporting lessons learned from the... Find, read and cite all the research you need on ResearchGate
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:Each operator's
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
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
A case study on how Reflector helps implement blended learning by Alex Gonzalez. Alex and his peers developed a three-step approach to blended learning that helped ease the transition and ensure ongoing success
As blended learning falls onto a spectrum, there are several ways it can be delivered in a classroom. A major component of the Blended Learning Initiative is to conduct case studies of the issues that impact the effectiveness of blended learning