Theresa Hall
5305: Disruptive Innovation in Technology
November 19, 2022
Blended Learning in the Elementary Classroom
A Literature Review
Blended learning is often mistaken for simply putting a 1:1 device in the classroom or a computer station where students play a game or use an app for fun. According to Horn and Staker (2014), blended learning is any formal education program where the student learns partly through an online element where the student has some control over the time, place and pace of their learning. Horn and Staker (2014)stated that the adoption of blended learning in the classroom requires a considerate and careful selection of the learning model that will be the most effective for the classroom in which it will be implemented .
This literature review of blended learning will support a proposal for implementing blended learning, how blended learning promotes student-centered learning, and the implementation of the station rotation model in the elementary classroom.
Blended Learning
Blended learning is a combination of teacher led instruction that is face-to-face and an online learning platform with content for personalized instruction (Patrick, S., Kennedy, K, and Powell, A., 2013). With the increase in English Language Learner population in the United States, studies are being conducted to determine the effect of blended learning on English Language Learner students. Research has proven that the use of blended learning may enhance students’ English proficiency (Damayanti & Sari, 2017; Ginaya, Rejeki, & Astuti, 2018). This research explains that implementing blended learning in English courses could boost language and non-language skills. Blended learning allows teachers to address all aspects of effective instruction for English Language Learners in a more efficient manner, using technology to support teacher-led instruction, including personalization and data collection to inform differentiated instruction (Christensen et al. 2013). According to a study by Anthony (2019), the blended learning model may require teachers to be more flexible and responsive to students, to integrate multiple data sources into their constant stream of formative assessment, and to deliberately incorporate more rigorous learning activities to achieve optimal growth – but these are familiar teacher practices applied in a new setting.
Blended teaching is not simply the superposition of the “online” and “offline” teaching activities, but the organic combination of teaching space, teaching segment, teaching methods and teaching evaluation in the context of information education (Zhang & Du 2020). Blended learning ability refers to the capabilities of students to learn in the context of a blended learning environment, which includes both blended learning awareness and autonomous learning activity. Learning awareness mainly can be explained with the theory of learning competencies of online learning and traditional offline learning, which can be discussed in the dimensions of learning resilience (Claxton, 2002) and learning drive (Zhao & Wu, 2021).
Student-Centered Learning
As stated by Mandrila (2013) in her research, learner centered education has the potential to meet the needs of individual students and better prepare them for a rapidly changing global world. Research has determined that teachers are willing to learn more about student-centered instruction (An, Y. & Reigeluth, C.M., 2011). According to Moustafa et al. (2013), “the teacher’s role is to encourage and accept student autonomy and create a comfortable atmosphere for student expression” (p. 418.) The teacher should act as a guide for the students as they learn. As early as 1907, Marie Montesorri argued that children go through critical periods of learning and stages of development where their self-concept can be fostered through self-directed activities in a prepared environment (Marshall, C. 2017). Digital technology was not in the classrooms during the time of Montessori but the concept of student-centered learning has been grounded in research for many years.
According to Kahu (2013), four approaches theorize student engagement. They are the behavioral perspective, the psychological perspective, the sociocultural perspective, and a holistic perspective. The behavioral perspective focuses on the relationship between the instructor’s teaching practices and student engagement.
As stated by Kahu (2013), by failing to measure how students are feeling, the behavioral perspective misses valuable information that would give a much richer understanding of the student experience. A key strength of the psychological perspective, in comparison to the behavioral perspective, is the distinction between engagement and its antecedents. The sociocultural perspective on student engagement focuses on the impact of the broader social context on student experience. Like the psychological approach, a key strength of the holistic approach is the recognition of the importance of emotion.
Station Rotation Model
One of the most popular blended learning models is the station rotation model. In elementary schools, a station rotation is a commonly implemented form of blended learning. This form is considered a good fit for elementary schools because it builds upon the traditional classroom model of activity centers (Evans, 2012). In a station rotation model, students rotate in small groups of usually 3 to 4 students within the classroom, where one of the stations includes a digital component (Powell, et. al., 2015). The rotation is on a fixed schedule or at the teacher’s discretion (Horn, M.B. & Staker, H. May 2012). A more disruptive model of the station rotation is the individual rotation where the student rotates by their individual schedule which has been tailored to his or her individual learning needs (White, 2018).
A study by Akinoso, Agoro and Alabi (2020) concluded that students taught mathematics with a station rotation model had a higher mean achievement score than those taught with conventional methods. The station rotation model of learning, if adopted, might make a significant change in the students’ academic performance by heightening the interest of the students and potentially change their attitude towards the subject matter. Attitude is another important construct in learning.
Conclusion
Blended learning is more than putting a device in the student’s hands. It is a formal education program. When focusing on the station rotation model of blended learning for the elementary classroom, students will rotate through stations with one consisting of technology. Students will participate in self-directed learning in order to meet their individual needs, whether it is through an Individual Education Plan, regular education, gifted and talented, or English Language Learners. Blended Learning will better prepare them for a rapidly changing global world of technology.
References
Akinoso, S. O., Agoro, A. A., & Alibi, O. M. (2020). Effect of station rotation model of instructional delivery for mathematics in the era of advancing technology. Journal of the International Society for Teacher Education, 24(2), 60-72.
An, Y. C. (2011). Creating technology-enhanced, learner-centered classrooms: K-12 teachers’ beliefs, perceptions, barriers, and support needs. Journal of Digital Learning in Teacher Education, 54-62.
Anthony, E. (n.d.). Blended learning: How Traditional Best Teaching Practices Impact Blended Elementary Classrooms. Journal of Online Learning Research, 5(1), 25-48.
Claxton, G. (2002). Building Learning Power: Helping Young People Become Better Learners (p. 5). TLO Limited.
Evans, M. (2012). A guide to Personalized Learning: Suggestions for the race to top-district competition. (C. C. Institute, Ed.) San Mateo, CA.
Horn, M. B., & Staker, H. (2014). Blended: Using Disruptive Innovation to improve Schools. San Francisco: Jossey-Bass.
Kahu, E. R. (2013). Framing Student Engagement in Higher Education. Studies in Higher Education, 38(5), 758-773. Retrieved from https://doi.org/10.1590/1982-027502138e200020
Keiler, L. S. (2018). Teacher’s Roles and Identities in student-centered classrooms. 5(34). Retrieved from https://doi.org/10.1186/s40594-018-0131-6
Marshall, C. (2017). Montessori Education: A Review of the evidence base. NPJ Science of Learning, 2, 11.
Menggo, S., & Darong, H. C. (2022). Blended learning in ESL/EFL class. LLT Journal: A Journal on Language and Language Teaching, 25(1), 132–148. https://doi.org/10.24071/llt.v25i1.4159
Moore, M., Heather A., R., Anneliese, S., & Alana, S. P. (20147). Journal of Online Learning Research, 3, 145-173.
Moustafa, A., Ben-Zvi-Assaraf, O., & Eshach, H. (2013). Do Junior HIgh school students Perceive their Learning Environment as Constructivist? Journal of Science Education Technology, 22(4), 418-431.
Patrick, S., Kennedy, K., & Powell, A. (2013). Mean what you Say: Defining and Integrating Blended and Competency Education. Retrieved from https://aurora=-institute.org/wp-content/uploads/mean-what-you-say-1.pdf
Powell, A., Watson, J., Staley, P., Horn, M., Fetzer, L., Hibbard, L., Verna, S. (2015). Retrieved November 2022, from International Association for K-12 Online Learning: http:www.inacol.org/wp-content/uploads/2015/07/iNACOLBlended-Learning-the-evolution-of-online-and-face-to-face-education-from-2008-2015.pdf
Rondone, A. G. (2014). Student Centered Elementary Curriculum: Elementary School. Retrieved from Senior Theses: https://doi.org/10.33015/dominican.edu/2014.HCS.ST.12
Staker, H., & Horn, M. B. (2012, May). (C. Mountain View, Producer, & Innosight Institute) Retrieved from Classifying K-12 Blended Learning: http://files.eric.ed.gov/fulltext/ED53510.pdf
White, J. (2016, March 21). Blended Learning Universe. 3 Secrets to Successful Station Rotation. Retrieved from Clayton Christensen Institute (CCI): https://www.blendedlearning.org.models
White, J. (2016, March 6). Clayton Christensen Institute (CCI) Retrieved from Blended Learning Universe. https://www.blendedlearning.org/how-to-customize-learning-with-individual-rotation-3-example-from-schools/
Zhang, J., & Du, S. R. (2020). The Connotation, Value and Implementation Path of Blended Teaching. Education and Management, 11-13.
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