A study of blended learning best practice, Mortera-Gutirrez defined blended learning as a learning environment that fosters both face-to-face instruction and digital methods of instruction (2006, p. 314). Under a blended learning model, in-person learning is “blended” with technology-based instruction to best meeting the diverse needs of students. While these methods of instruction can look a variety of different ways, students commonly engage in face-to-face, in person learning experiences through teacher-led instruction, collaborative group work with peers, and station-work in the classroom (Acree et al., 2017, p. 107).
Students can engage in digital instruction through instructional videos, content on learning management systems, and the use of technology-based engagement platforms and tools (Acree et al., 2017, p. 107).
Blended learning has been shown to have a significant positive impact on students’ academic understanding (Lozano-Lozano et al., 2020; Fazal & Bryant, 2019; Camahalan & Ruley, 2014; Kazu & Demirkol, 2014; Chang et al., 2014). The first factor towards student success is that under a blended learning approach, there is a thoughtful purpose attributed to each learning activity, and when the learning objectives of a lesson are clear, student learning is increased (Pierce, 2017, p. 1). Teachers also have more clarity with and a better grasp of what they are teaching when each activity is designed purposefully. When teachers have a good handle on what they are teaching, they are better able to assess what students do and do not know and how to proceed with that valuable knowledge in ways that will assist students (Pierce, 2017, p. 1-2). Another factor that Pierce’s study shares regarding the success of blended learning towards students’ academic achievement is attributed to the differentiated nature of the activities students participate in, especially in a station rotation model (2017, p. 2). Since students are no longer subjected to the traditional one-size fits all approach commonly found with direct instruction, teachers are given more flexibility with their plans to understand and meet the needs of all students and students are, most frequently, able to move through class at an autonomous pace rather than sitting and listening to the same lecture and completing the same activity as other students. Blended learning has been shown to positively correlate to students’ engagement in the learning process and increased engagement can lead to increased academic achievement, decreased numbers of behavioral issues, and increased feelings of satisfaction with a course.
By: Analyn D. Lugtu|Teacher III |Balanga Elementary School|Balanga City, Bataan
