Literature Review

"Implementation of Blended Learning: the best of both worlds in Education"

Monica Osio

Lamar University

EDLD 5305

Dr. Dwayne Harapnuik

September 21, 2023

Throughout history, the evolution of humanity has been a constant, and today we are witnesses to continuous changes that seek to redefine and adapt the way we live, work, and relate to each other. In the field of education, we face one of the most significant challenges, as it is in urgent need of a disruptive transition (Magana, 2017).

Particularly, the term 'disruptive' in education may cause some discomfort and resistance. However, we must leave behind all prejudices and allow ourselves to try new things, explore, discover what's more, and embrace a new normalcy (Smith, 2020, p. 268). In this regard, some traditional educators observe how technology and the internet have experienced significant expansion in recent years, so blended learning promises to be the 'best of both worlds.' That is, it leverages the advantages of the traditional classroom combined with the benefits of digital learning (Horn, Staker, & Christensen, 2014, p. 73).

This review analyzes recent research to demonstrate that the implementation of blended learning, specifically the rotation model, offers numerous benefits: cost-effectiveness, increased engagement, access to digital resources, greater flexibility and personalization in teaching, and promotes progress. Additionally, it enhances feedback on student progress, providing more information to teachers and the opportunity to adjust their instructions based on these results. It also explores different factors to consider to ensure the successful implementation of the rotation model.

Blended Learning

Rossett (2002) defines Blended Learning as combining instructional methods, and according to Bonk and Graham (2006), it is defined as “Blended learning systems combine face-to-face instruction with computer-mediated instruction” (p. 5). Blended learning is defined by Thorne (2013) as “an opportunity to integrate the innovative and technological advances offered by online learning with the interaction and participation offered in the best of traditional learning. It can be supported and enhanced by using the wisdom and one-to-one contact of personal coaches" (p. 15). Friesen (2012) clarifies that this traditional learning refers to established forms of classroom teaching that require the physical presence of both the teacher and the students.

However, authors like Sloman (2007) argue that blended learning will endure successfully over time not only by considering the combination of technology and student-teacher interaction but also by focusing on the variety of learning methodologies used and the delivery of training. In other words, it is necessary to gain a better understanding of the learning process, the motivation students need, the support required, and how these interventions are carried out in practice.

Horn et al. (2014) propose three fundamental components that should be included in the definition of Blended Learning:

Partly through Online Learning: Blended learning is any formal educational program in which students learn at least in part through digital platforms, controlling exposure time with the device, location, method, and pace. If any of these elements are controlled by the student, it can no longer be considered Blended Learning.
Partly in a Supervised Physical Location: Students learn at least in part in a supervised physical location, such as a physical school with teachers or guides.
An Integrated Learning Experience: Learning through online and in-person components must be connected within the same lesson, providing an integrated course.

Blended Learning Models

According to the report prepared by Staker and Horn (2012), the variety of possible combinations of blended learning is analyzed and broken down into four distinct models:

The Rotation Model

In this model, online participation is combined or integrated into various forms of face-to-face instruction in a cyclical manner.

The Flex Model

In this approach, several students primarily engage in online activities but under the supervision of a physically present teacher.

The Self-Blend Model

In this mode, students choose different courses to complete independently, but they do so in an environment where a supervising teacher and other students are present.

The Enriched Virtual Model

In this approach, online virtual experiences are periodically enriched through physical presence.

Rotation Model

This category focuses on delivering a course in which students rotate between different learning modalities, at least one of which is online, and they spend a specified amount of time or at the discretion of the teacher in each modality. Modalities may include online learning, small-group teacher-directed instruction, and activities completed with pen and paper at their workstations. Alternatively, students may alternate between online activities and a whole-class activity or a specific project. In any case, the rotation is for a specified period, and when it concludes, the teacher indicates that they should rotate (Horn et al., 2014).

Benefits of the Station Rotation Model

Several advantages can be obtained when using blended learning in its various forms:

Educators have the opportunity to interact with students in small groups while others are working at different stations, allowing for personalized student learning at different levels of supervision (White, 2019). In this regard, learning can be more specific, focused, and delivered in small, just-in-time doses (Thorne, 2003). According to staff feedback from Landmark Academy in the Education Elements news report (2014), blended learning allows teachers to easily create individualized learning plans for their students, maximizing their small-group instructional time and consequently increasing student performance and engagement. Online learning also enables teachers to adopt a more student-centered learning approach (Poon, 2013). At the online station, students engage with adaptive intervention software at their demonstrated performance level. “We’re leveraging computer-based assessments to identify areas for growth and to plan intervention work” said school leader Ayris Colvin. “We are being proactive about closing gaps in students’ understanding.” Data from online programs inform student groupings and how the teacher will approach their direct instruction station for each group (Blended Learning Universe, 2019).
It provides access to digital resources through online learning applications that promote and stimulate students' imagination. This creates an immersive learning environment where students can virtually break free from the four walls of the classroom. Additionally, teachers can offer students a wide variety of digital learning activities, such as treasure hunts, Twitter messages, and discussions in a secondary channel (Larsari et al., 2023).
Kim (2014) states that implementing this model saves schools and students money in terms of implementation costs because compared to many other blended learning models, it is much more cost-effective. It does not require personal computers that require internet connectivity for each device, does not require as many devices (only for students assigned to that online station), and does not require the creation of separate classroom structures or labs. Graham (2006) and Vaughan (2007) also agree that institutions save costs since the developed materials can be placed online and reused over an extended period.
It facilitates the review and control of student learning (Osguthorpe and Graham, 2003). For example “By accessing each student's accounts, their progress can be obtained, lessons can be enabled or disabled as per their needs, and the results of these adjustments can be tracked” said Kindergarten teacher Sue Ciccarelli, and “It allows teachers to easily create individualized learning plans for their students, maximizing their small group instructional time” said Academic Dean Jennifer Stengel (Education Elements, 2014).
It promotes progress in students, particularly in language skills. For example, Ellis (1994) recognized learner motivation as a key factor influencing the speed and success of second/third language learning. Dawley (2007) found that online learning encouraged students to seek information, evaluate it, collaboratively share it, and ultimately transform it into their own knowledge. Studies conducted by Larsen (2012) and Soliman (2014) demonstrated that blended learning is an essential tool for enhancing language competence and independent learning in English as a second language students, as well as their productivity in English writing courses. In both cases, students improved their autonomous learning, in other words, their ability to take responsibility for their own learning.
It promotes the development of new skills, as online programs reinforce and expand upon traditionally found textbooks in libraries, thus providing students with opportunities to revisit activities and tasks designed to develop skills (Banditvilai, 2016).

What Makes a Successful Station Rotation Model?

The Station Rotation model allows teachers to personalize instruction to a much greater degree than in the traditional classroom. However, it is essential to find the most suitable way to integrate digital educational tools and resources into the classroom by designing programs that align with teaching objectives, content, and appropriate technology to support students' learning process (Soler et al., 2017). Some of these strategies are mentioned below:

Dedicate time to small-group interactions to strengthen relationships with students (Blended Learning Universe, 2019). The rotation model enables teachers to focus on smaller groups while other students receive personalized content tailored to their level. This allows the teacher to address issues detected in a small group of students and drive their progress (Horn et al., 2014).
Elia et al. (2014) propose a criterion for success in blended environments, which involves developing an innovative curriculum design strategy based on several factors. These include involving stakeholders in the course design phase, emphasizing competency development over knowledge transfer, using teamwork as an additional component to assess individual performance, integrating face-to-face lectures, online seminars, e-learning activities, collaborative work, individual study, and group presentations. It also involves fostering synchronous and asynchronous interactions among peers and between teachers and students, as well as assigning a significant role to the tutor as a developer of critical thinking and problem-solving skills, among other aspects.
Use data to guide direct instruction, considering educational technology tools that facilitate the consolidation of student data processing in one place (Blended Learning Universe, 2019). Many schools have various sources of information about student progress, making it challenging to consolidate all this information in one place. One proposal may be to use the Interdependence and Modularity Theory as a framework to analyze solutions for student-centered professional development (PD). This theory suggests the use of micro-credentials (specific, verifiable, and predictable) that provide digital certifications verifying individual achievement in specific sets of skills. This approach makes student-centered PD adaptable to various models, affordable, easy to set up, and customizable (Staker, Arnett, & Powell, 2020).
Customize the Station Rotation model. This model is not fixed and can be adjusted by each institution or teacher based on the needs of the students (Maxwell & White, 2017). The key is to realize that it may be a good idea to initially follow the main Station Rotation model until both the teacher and students understand the concept, feel comfortable with this new approach, and can make certain adjustments (White, 2019).

Conclusion

The personalization of instruction in schools is one of the significant benefits that the rotation model offers, as it enables teachers to make adjustments to their student’s learning based on their specific needs. This translates to a more student-centered approach, which fosters and strengthens the teacher-student relationships, a fundamental aspect in ensuring a successful educational environment.

Furthermore, the use of digital tools and resources in this rotation model provides flexibility that promotes a diverse learning environment, enriching and enhancing teaching. Likewise, the integration of educational technology and data collection supports teachers in making timely decisions and adjusting their lessons effectively.

The focus proposed by the rotation model is on the development of competencies and skills, ensuring a deeper and more meaningful learning experience, promoting teamwork, and teaching that collaboration among peers is an essential component of tackling challenges.

In summary, the implementation of the rotation model in schools represents an effective strategy to enhance the quality of education and prepare students for a future filled with challenges and constant changes. The development of the skills and competencies emphasized by this model offers a range of benefits that contribute to academic success and the holistic development of students. Its flexibility to adapt to the specific needs of each school makes it a valuable tool in the pursuit of educational excellence.

References

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