LITERATURE REVIEW: BLENDED LEARNING FOR THE FUTURE

Providing Students with Control, Flexibility, and Purposeful Education:

Blended Learning for the Future
Rachel Briscoe
Lamar University
EDLD 5305 and 5314
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Blended Learning for the Future

In a traditional high school classroom, students receive instruction from their teacher who

is lecturing at the front of the classroom. The content is being delivered to all of the students at

the same time and the pace is controlled by the teacher. Now, technology, particularly the

Internet, allows educators to deliver content to students individually through videos and online

resources. Students are able to work through the material at their own pace and teachers are no

longer restricted to standing at the board in the front of the room in order to deliver instruction.

The ability for students to learn regardless of whether or not there is a teacher physically present

in front of them offers up a world of possibilities for both our learners and teachers alike.

This review will analyze literature to support the implementation of the Blended

classroom model in education in regards to the benefits of the Blended learning model, including

the development of time-management skills, as well as technology trends in the workforce,

higher education, and K-12 education. While classroom technology implementation has been

widely researched and discussed for many years, Blended learning is a progressive and relatively

new concept in K – 12 education. Thus, research on the topic is often in the context of Blended

learning models employed in higher education.

This review will also discuss potential barriers to Blended learning and analyze literature

to discuss case studies and examples of Blended learning initiatives both in the United States and

around the world. The review will discuss what worked, what could have been done better, and

how to apply the lessons learned from these case studies.

The hope of the educational system is to prepare students for their futures, whether that is

college or the working world. The goal is to create lifelong learners that take initiative to pursue
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their passions. Students are to leave high school as independent, critical thinkers who are

equipped with skills such as time management, communication, and teamwork. Blended learning

is an educational model that allows students the ability to learn at their own pace both in and

outside of the classroom. This freedom provided to students and teachers allows for effective and

efficient delivery of content and purposeful use of face-to-face time. Blended learning is a

realistic way to create personalized, student-driven learning experiences.

The Blended Learning Definition

Blended Learning is an educational model in which students are learning both online and

face-to-face. Students do some of their learning online “with some element of student control

over time, place, path, and/or pace” (Horn, 2015, p. 34) but also do at least some of their learning

while they are physically present in a classroom with their teacher. Just because technology is

utilized in the classroom doesn’t mean that blended learning is happening. Additionally, fully

online courses in which students complete the entire course away from school are not considered

to be blended.

There are multiple models for implementing Blended learning in schools. The Flex

Model is structured so that students are receiving the majority of their instruction online while

they are physically present in a school building with teachers present. The course is designed to

be primarily online and the in-person element is incorporated based on need and purposefulness

(Horn, 2015). The Enriched Virtual Model allows for more student control over their learning

place as they are only required to be physically present in a classroom a portion of the time and

are given the freedom to choose their working environment for the remainder of the course

(Horn, 2015).
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The Flex and Enriched Virtual Models of Blended learning leverage the benefits of both

online and face-to-faces learning. The online aspect provides freedom for learning to occur

anytime, anyplace, not just during a specific class period in a specific classroom. Students have

the opportunity to be in control of their learning and to grow as independent learners. The

individual portion of online learning gives students the freedom to progress through material at

the pace that is right for them without being restricted or pressured by the pace of their peers or

teachers (Tucker, Wycoff, & Green, 2017). However, students are not learning in isolation.

Students are still interacting with each other and with their teachers through meaningful,

face-to-face interactions. The freedom is not limited to just students as blended learning allows

teachers to no longer be confined to standing at the board or keeping an entire class captive for

an hour. Their role can be transformed into a guide and mentor as they are free to circulate, work

one-on-one, or in small groups with students (Horn, 2015).

Benefits of Blended Learning

Blended learning provides students with the opportunities to have more control over their

learning and develop important lifelong skills. One of the most important skills for students to

develop before entering the working world is time management. Research shows that there is a

correlation between students’ ability to manage their time and their academic success and that

students need their schooling to help foster the development of this time management skill set,

even as early as elementary school (Nasrullah & Saqib Khan, 2015). The different facets of time

management include “meeting deadlines, staying focused, having a workspace, setting goals,

planning ahead, and organizing time and tasks” (Burrus, Jackson, Holtzman, Roberts, &

Mandigo, 2013, p. 3) and growth and development in these areas is shown to decrease student
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stress and anxiety. Blended learning, particularly the Flex and Enriched Virtual models,

encourage students’ development of the six facets of time management. When students are not

sitting in a traditional classroom being told what to do and at what time by their teacher, they

must learn how to work independently, manage their responsibilities, and advocate for

themselves.

Effectiveness of Blended Learning

Blended learning is a new concept and thus there is not a large body of consistent,

conclusive data concerning its implementation or effectiveness in the K-12 environment.

However, research of blended learning in higher education is more conclusive. Brooks and

Pomerantz (2017) found that not only do most students prefer blended courses, but that there is

an increase in student academic achievement when at least 25% of the course is online (see

Appendix A for student learning environment preferences information). A 2014 study found that

while there was no significant difference in learning outcomes between courses taught fully

online versus fully face-to-face, there is an advantage to employing blended learning models

compared to solely face-to-face (Enyedy, 2014). Owston, Malhotra, and York determined that

the face-to-face interactions between students, teachers, and peers are extremely important to the

effectiveness of blended learning (2018). Blended learning models leverage the power of

interpersonal interactions found in traditional school models with technology. Technology in the

blended classroom is not a replacement for the human element of education.

Since instruction is often delivered online through videos, it is important that student

learning is maintained with the switch in modality. One 2010 report found that students who

received instruction through online interactive videos had better learning outcomes than a
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number of groups, including those who received instruction in a traditional face-to-face manner

(Means, Toyama, Murphy, Bakia, & Jones, 2010).

Trends in Technology

K – 12 education is tasked with preparing students for their futures which will include the

job force and, often times, further education at the college level. The efficiency and effectiveness

of technology has led to Blended and online learning infiltrating into these domains. Students

will be expected to succeed in these learning environments in the future and thus, there is value

in exposing students to blended learning throughout their K – 12 courses.

Workforce

Videos are an important component of the blended model as a means for delivering

content as they are accessible at any time and from anywhere one has internet access. Online

videos are also a valuable free resource for any type of learning need that might arise in daily

life. A 2018 report found that there are 1 billion views of learning videos each day on YouTube

and that 70% of users are accessing videos in order to problem-solve issues that arise at work,

with their school work, or for an interest or hobby (Meeker, 2018). Additionally, Meeker found

that Khan Academy, a YouTube channel that produces educational content and academic

mini-lesson videos on a variety of topics, has increased their subscriber count by 2 million users

since 2013 (2018). YouTube is continuing to grow in viewership for learning purposes as it is

free and easily accessible. In addition to individuals accessing videos for personal learning

experiences, online learning is becoming prominent in the workforce and employers​ are

leveraging the use of videos from employee training. Meeker reported that $1 billion was spent

on online employee training programs and that 2.9 million employees took courses concerning
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emerging technologies (2018). Being able to learn from videos and online platforms is now a

21​st​-century skill that students need to be equipped with. As educators, we have a responsibility

to prepare our students to be able to leverage this tool for learning (Alias, Razak, Elhadad,

Kokila Kunjambu, & Muniandy, 2013).

Higher Education

Blended learning is a consistent trend in higher education as stakeholders begin to

experience its advantages. Schaffhauser’s (2016) survey found that 71% of faculty polled

reported that they teach using a combination of online and face to face components and that 75%

of faculty reported that either all or some of their courses are blended (See Appendix B for

faculty survey information). One 2017 report found that college students want their instructors to

incorporate more technology into their courses, particularly desiring an increase in the use of

lecture capturing technologies (Brooks & Pomerantz, 2017). Students benefit from the flexibility

and convenience of anytime learning and desire to have their course materials be more

accessible. A 2017 report found that blended learning encourages creative thinking, independent

work, and personalized learning experiences for students (Adams Becker et al., 2017). The shift

towards blended learning in college and university courses points to a need to equip our K-12

students with the skills and experiences necessary to be successful in this type of learning

environment.

K – 12 Education

Technology now allows educators the opportunity to get real-time data about student

achievement. Thus, personal electronic devices now offer benefits, instead of just distractions, to

the classroom. One of the major trends in K-12 education is student – centered, deeper learning,
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and because technology allows for anytime learning, more time is able to be used for

collaboration and meaningful interactions instead of just instruction (Freeman, Adams Becker,

Cummins, Davis, & Hall Giesinger, 2017).

Potential Barriers

Blended learning is a new frontier for students, teachers, and parents alike. Thus, change

and innovation can result potential barriers and challenges. A 2013 report determined that

students need to be prepared to handle the unique learning environment that blended learning

presents (Zaka, 2013). A challenge that needs to be addresses in order to ensure the success of a

blended learning endeavor is student readiness to handle being independent learners and

communicating with others on online platforms. In the study, teachers reported that students

often times have low confidence when working and learning independently, needing frequent

reassurance from the teacher. The report concluded that in blended learning environments,

students need sufficient support from their teachers. The report recommends that in order to

successfully transition students towards a more independent learning environment, teachers and

instructors should begin by giving students more direct, teacher-guided support and then

decreasing teacher support and increasing student independence gradually over time (Zaka,

2013).

Another challenge that Zaka (2013) observed was earning the support of parents for

blended learning initiatives. Teachers in her study reported that parents misunderstood their

students’ use of technology, mistaking their assignments as games or worrying that the

technology would fail and result in disaster. She also found that many parents have a traditional
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view of education and their expectations often are in conflict with innovative approaches (Zaka,

2013). These parent attitudes can delay innovation and the implementation of blended practices.

What Works?

Through considering different case studies of Blended learning implementation across the

United States and the world at large, the different elements of what make a Blended learning

initiative successful can be identified.

Encouraging Communication Amongst Students via Social Media and Online Tools

In Blended learning environments, students are doing more of their coursework online

and independently. While collaboration amongst students and teachers can still occur in

face-to-face, social media and other online discussion platforms allow for collaboration to

happen inside and outside the classroom. Harahap, Nasution & Manurung (2019) determined that

discussion boards had a positive impact on student learning outcomes in the blended learning

classroom due to the opportunity for students to interact with their peers by discussing course

material, presenting and answering questions, and debating each other. Additionally, Harahap et

al. (2019) found that blended learning models prompt students to do some of their learning

independently outside of class. This independent component leads to students creating their own

understanding instead of just hearing it from their teacher, resulting in mastery and deeper

learning. Kurt and Yıldırım (2018) reported that having students interact with each other

throughout the course is essential for a successful and effective blended program. Courses should

provide students with the opportunity to take what they’ve learned in their online environment

and work more deeply with the material with their peers and instructor in a face-to-face capacity.

There is a correlation between increased interaction between stakeholders and positive results,
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such as increased feelings of satisfaction with how they are being taught, motivation, and

achievement. Additionally, they reported that grading and assessing students’ online activities

increased participation in discussion boards (Kurt and Yıldırım, 2018). A 2012 study of South

Africa’s MoMath project found that a mobile chat platform allowed students to be independent

learners while still getting support from teachers and peers (Isaacs, 2012). Students received text

message updates throughout the program about assignments and deadlines in order to help with

their time management and organization.

Social media can also be leveraged to promote student interaction. A 2017 study found

that social networks, when utilized as an addition to the face-to-face classroom, positively

impacted course outcomes and student achievement (Çimen & Yılmaz, 2017). Social networks

allowed students to continue discussing course material outside of class and in turn, increased the

amount of time they spent exposed to the course content. In a 2018 case study, a blended course

at Taibah University in Saudi Arabia utilized Twitter for 30% of the course learning activities

(Amry, 2018). The study determined that Twitter was an effective means of facilitating

conversation about course material amongst students. Students were able to seek clarification

about challenging concepts, support each other through collaborative discussion, and share

knowledge and ideas quickly and easily. Additionally, the study determined that Twitter use

positively impacted motivation in the course (Amry, 2018). Avci and Adiguzel (2017) studied

courses in Istanbul in which students utilized the messaging app WhatsApp. They determined

that students were able to effectively collaborate and share ideas by using the app and that the

app served as a bridge between face-to-face class meetings and work done outside of the

classroom. Additionally, not only could the teacher monitor the WhatsApp groups as an
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observer, but the teacher was a part of the WhatsApp groups, able to chime in and participate in

the discussion. Thus, students were able to reach out to their teacher via the app to ask questions

and engage in conversation with their instructor (Avci and Adiguzel, 2017). A 2018 study found

that when students created blogs and e-Portfolios, their information processing skills were

strengthened (Rahmi and Darmawan, 2018). By reading and commenting on their peers’ posts,

blogs promoted student-to-student interactions as well as authentic and active learning.

Create Intentionally Designed Learning Spaces

Technology frees students up from needing to sit in a desk in a classroom all day long in

order to learn. Blended learning allows students to learn in any environment. Thus, schools can

be designed strategically in order to enhance collaboration and anytime learning. Freeman,

Adams Becker, Cummins, Davis, and Hall Giesinger (2017) studied Intrinsic Schools in

Chicago. In these schools specifically designed for Blended learning, students can move

throughout the campus as needed and their location can be monitored (for attendance and

security purposes) by their laptops and the campus Wifi. Freeman et al. (2017) also studied the

International School of Kazan in ​Russia. This school’s versatile design will allow for future

evolution, offering small and flexible learning spaces to allow for group work and

non-classroom learning.

Provide Teachers with Support, Training, and Incentives

Blended learning is a foreign and overwhelming concept for many teachers. Providing

teachers with sufficient support and training as well as encouragement and incentive to change

will be crucial for teachers to actually adopt this new method of teaching. Freeman et al. (2017)

found that at Kettle Moraine High School in Wisconsin, teachers’ professional development
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opportunities were transformed into self-selected micro-credential courses. Teachers were then

rewarded with pay incentives for completing these courses. Gurley (2018) determined that

teachers must adjust the ways they monitor students’ progress and establish relationships with

their students when they shift from face-to-face, traditional teaching models to a more

online-heavy model. New challenges arise with this transition, particularly figuring out how to

provide students with feedback in a timely, effective, meaningful way. The study determined that

it is best for instructors to receive formal training through a certification course in order to be

successful in establishing a presence amongst their students. On-the-job training was not as

successful in preparing teachers to facilitate students’ learning (Gurley, 2018).

What Could Have Been Done Better?

Increase Opportunities for Students to Receive Feedback

Uz and Uzun (2018) found that blended learning effectively helped students become

self-directed learners. Students received continuous feedback, could easily access their learning

materials, and were encouraged to seek help from their peers and their instructor via internet

communication. However, students in the study suggested that there was a need for more

practice quizzes and tests in order to receive more feedback.

Incorporate Face-to-Face Human Interaction

Ravdenscroft and Luhanga (2018) studied large university level classes that underwent a

blended overhaul. They determined that in order for these redesigned and restructured blended

courses to have an impact on increasing active learning, students must be engaged in small group

activities. What did not work was simply video recording class lectures and posting them online.
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Blended learning must involve a human element where students are interacting with each other

and their instructors. It isn’t simply posting resources online.

Develop Accountability Measures

When implementing a new initiative, being able to track its implementation is crucial to

evaluating if the initiative is working, or at least, even being attempted. In the eSkwela report

(2009), an issue with the project was a lack of means of evaluating whether or not teachers were

using the new instructional model. Due to the lack of accountability, some teachers resumed

lecturing and went back to their traditional methods since it’s what was comfortable for them.

Provide Teachers with Sufficient Time

The time consuming nature of blended learning is a common barrier to its

implementation. In the eSkwela project (2009), teachers said that creating the e-learning

modules took too long. Resources weren’t created and available in a timely manner. Venezky

(n.d.) found that teachers in Finland felt that they were not given enough time to prepare their

ICT (information communications technology) activities and thus, did not use ICT. A 2017 study

found that the time demanded of teachers in order to learn how to use new technologies or how

to implement blended learning impeded efforts to put blended learning into action (Mozelius and

Rydell, 2017). In a 2018 study, researchers determined that one improvement needed for

successful blended learning initiatives is to provide instructors with more time in order to give

students feedback and prepare all of the elements required for the blended environment due to

the reality that the blended learning environment has increased demands when compared to a

traditional environment (Uz and Uzun, 2018).

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Decrease Additional Teacher Workload

A 2019 study found that in order for teachers to most successfully implement blended

learning programs, their workload (additional roles and responsibilities) needs to be decreased so

that they have more time and capacity to focus on developing their blended learning initiatives

(Yeop, Yaakob, Wong, Don, & Zain, 2019). Specifically, teachers become more likely to

succeed in putting blended learning into practice when their non-classroom positions are limited

to four or less.

How to Apply Lessons Learned

In order to apply the lessons learned from the research and case studies, plans must be

made intentionally in order to support both students and teachers. In order to set students up for

success in the blended learning environment, preparation courses and lessons will be delivered to

intentionally equip students with the skills necessary to handle the more independent learning

environment, such as time management and personal organization. Independence must be phased

in gradually so that students are able to adjust to having more freedom and choice in their

learning process. The face-to-face element of courses will be preserved and amplified through

the use of technology, not replaced. Students will connect and collaborate with their peers and

teachers through the use of social media, discussion boards, and other online communication

tools in order to continue discussions outside the classroom walls and provide a platform for

students to receive help and ask questions. Teachers will be provided sufficient time to learn how

to implement Blended learning, plan lessons and activities, and provide students with feedback.

Teachers’ additional duties and responsibilities will be decreased as much as possible in order to

account for the demands of the Blended learning environment. Teachers must be supported
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through professional development, trainings, and support from the administration. A system of

accountability will be established to ensure teachers are actively working towards creating

effective Blended courses.

Possible Gaps in Research

The majority of the case studies and research concerning Blended learning were based in

the context of higher education. University students are at a much different maturity level than

high school students and are bringing a more well-developed set of student skills, such as time

management, focus, and communication skills, to their coursework. More research is needed

concerning the implementation of Blended learning initiatives in the secondary high school

classroom.

Most of the research concerning Blended learning either is very broad in its use of the

term “Blended” or the course simply incorporates one online feature, such as incorporating the

use of a social media platform, into an otherwise traditional, face-to-face course. While there is

research concerning the Flipped classroom, there is a possible gap in research concerning

specific examples of the use of Flex or Enriched Virtual Blended models.

Questions for Future Study

The 2017 study of Intrinsic Schools in Chicago presents several questions (Freeman,

Adams Becker, Cummins, Davis, and Hall Giesinger, 2017). What are the outcomes of allowing

students freedom to move throughout their campus? How does this freedom and flexibility

impact student achievement? Is there any impact on student behavior and discipline issues?

Other questions arise concerning the use of social media in the Blended classroom. What specific

activities are students engaged in on these platforms and how are they being used by students?
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Are students able to organically connect with each other via the platforms or are formal,

teacher-designed tasks and requirements necessary for student participation? Are certain social

media platforms more effective than others?

Conclusion

Blended learning offers students many benefits, including accessibility, flexibility, and

control. Students are able learn anywhere, regardless of location, time of day, or the learning

pace of their peers. Blended learning aligns with current trends in the use of technology to

provide instruction in the workforce, higher education, and K – 12 education. The

implementation of Blended learning in the classroom allows students to develop the skills

necessary to become independent, lifelong learners, including time management. The goal of

education has shifted from simply teaching course material to teaching students how to learn.

The benefits provided by the Blended model make the manifestation of this goal a realistic

possibility when teachers and students are supported and given enough time to adjust to the new

instructional model.
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Appendix A

Student’s preferred learning environments for Brooks & Pomerantz’s (2017) Review
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Appendix B

Use of the Blended or Hybrid Model in Class for Schaffhauser’s (2016) Review