Blended Learning in K-12 Social Studies Instruction

Literature Review
March 8, 2004

Nicholas Glading
ng@nicholasglading.com

Introduction

Advances in computer technology are dramatically changing today’s educational

environment. The Internet and computers are becoming increasingly more accessible for K-12

teaching and learning, prompting the development of innovative and dynamic teaching

strategies. Traditionally, social studies instruction has been centered on lecturing and the

memorization of important names and dates. These new teaching strategies are now addressing

this tremendous opportunity. Perhaps the most promising strategy currently being implemented

is blended learning, which is known as a well-balanced combination of traditional face-to-face

and online learning methods (Barbian, 2002; Hollis, 2002; Osguthorpe & Graham, 2003; Zenger

& Uehlein, 2001). The purpose of this review is to explore this emerging instructional strategy,

specifically its use in K-12 social studies instruction. Various delivery methods will be

examined, along with the effects of blended learning on student motivation and student learning

outcomes. Finally, the review will explore the barriers to the success of blended learning.

What is Blended Learning?

As mentioned above, in K-12 environment, blended learning is defined as a combination

of face-to-face and online instructional strategies. However, blended learning does not occur

by merely adding a few online methods to traditional classroom instruction. Successful blended
 Blended Learning 2

learning requires a completely integrated approach. Zenger and Uehlein (2001) explain, “It’s

only when the pieces fit together logically… that you create a real blended solution” (p. 58).

The blend of methods will also vary depending on specific course needs. According to

Osguthorpe and Graham (2003), a truly blended solution “involves the strengths of each type of

learning environment and none of the weaknesses” (p. 228). Combining the strengths of each

of the methods and eliminating their weaknesses can lead to the development of a powerful and

effective instructional system. Osguthorpe and Graham identify six major advantages of

blended learning. These advantages include: a) pedagogical richness, b) access to knowledge, c)

social interaction, d) Personal agency, e) cost effectiveness, and f) Ease of revision (p. 231).

Blended instruction can include a great deal of online instructional content, permitting teachers

to use classroom time more effectively. The methods can increase student interaction both

online and in the classroom, while providing students with a range of learning choices

(Osguthorpe & Graham). An additional advantage of blended learning is its ability to address

differing learning styles with a variation of instructional methods (Wiffin, 2002).

Delivery Strategies of Blended Learning

Although blended learning includes both traditional classroom methods and online

methods, online delivery strategies are the emerging methods that need to be explored. Already

there are a number of computer-based instructional strategies used in K-12 social studies

instruction. A few of the content delivery strategies include drill and practice applications,

games and simulations, graphical representations, online tutorials and study guides (Berson,

1996; Rutherford & Lloyd, 2001). These delivery strategies represent a shift in content to

online sources, giving the students the opportunity to choose a strategy they prefer and at the

same time allowing them to work at their own pace through the material.
 Blended Learning 3

Student participation and communication opportunities have been dramatically increased

with the development of online discourse tools such as discussion boards, bulletin boards, email,

blogs and wikis (Godwin-Jones, 2003; Wellman & Flores, 2002). Godwin-Jones notes the

significance of discussion forums in that they are “seen as an equalizing tool, which encourage

universal participation in discussion compared to face-to-face dialogue” (p.12). Another

communication element that has been recently introduced is a Web-based student management

program. This program provides students and parents with Web-based access to grades,

attendance, homework, and teachers’ comments (Hampton, Anderson, & Sigman, 2002).

Access to this information provides students with another tool to control and direct their own

learning.

Online databases for historical exploration have become the most implemented computer-

based application in middle school social studies classrooms (Pye & Sullivan, 2001). Given the

vast amounts of primary sources available on Web-based databases, students have the

opportunity to explore history for themselves. The WebQuest is an activity developed by

Bernie Dodge at San Diego State University that guides and directs these explorations (Dodge,

1995). Dodge describes the WebQuest as “an inquiry-oriented activity in which some or all of

the information that learners interact with comes from resources on the Internet” (Dodge, para.

2). The WebQuest activity provides students with a realistic learning experience that

encourages collaboration among fellow students (Lipscomb, 2003). The combination of these

various learning strategies promotes a dynamic and learner-centered approach to instruction that

was previously not possible.

 Blended Learning 4

Effects of Blended Learning on Student Motivation

The most common benefit researchers found from studies conducted on blended learning

practices in K-12 instruction has been an increase in student motivation (Berson, 1996;

Lipscomb, 2003; Pye & Sullivan, 2001; Scheidet, 2003; Wellman & Flores, 2002; Yang, Chen,

N.S., Chen, A.S., 2002). Pye and Sullivan conducted research using a random sampling

technique to select 120 middle school social studies teachers from the 537 school districts in

Missouri. The selected teachers were asked to respond to a survey regarding their experiences

with the use of computer-based applications during instruction. The case study aspect of their

research included five teachers who used multiple applications in their classrooms. The

researchers found that “an increase in student enthusiasm for learning social studies and a

positive affect on the classroom learning environment occurs when computer-based instruction is

regularly used in the middle school social studies classroom” (p. 100). The findings are

significant because of the large population sampled; however, the results are limited due to the

lack of direct observation by the researchers.

A similar study conducted by Wellman and Flores focused on the results reported by

teachers who first took part in a professional development program and then implemented online

discourse tools into their instruction. Wellman and Flores found that, “Before this professional

development, teachers reported that approximately 15% of their students participated in

classroom discourse. During the action research period, all teachers reported that nearly 100%

of their students participated in the online discourse activities” (p. 11).

Although these results are significant, a quantitative measure of the results would

strengthen the findings.

 Blended Learning 5

A study conducted in Taiwan observed 24 groups of 120 students who participated in a

history inquiry project (Yang et al.). The researchers collected data using observations, surveys

and document analysis. Students gathered primary sources using interviews, questionnaires,

and online sources. Observations revealed a significant increase in student motivation to learn

history (Yang et al.). These findings are considerable due to the thorough amounts of reliable

data collected. The researchers (Berson; Lipscomb; Pye & Sullivan; Scheidet; Wellman &

Flores; Yang et al.) clearly demonstrate that the use of blended learning strategies in social

studies instruction results in an increase in student motivation.

Effects of Blended Learning on Student Learning Outcomes

The literature reveals a variety of beneficial effects on student learning outcomes from

blended learning strategies (Berson, 1996; Hampton et al., 2002; Rutherford & Lloyd, 2001;

Scheidet, 2003; Wellman & Flores, 2002; Yang et al., 2002). Scheidet claims, “by restructuring

the classroom around the active involvement of the students, he observed that they were able to

build on previous knowledge, develop personal connections to conceptual material, and improve

their ability to apply information to solve problems” (p. 90). Again, these results are limited in

their validity due to the small sample set used in the research, but remain consistent with the

findings of other researchers (Berson; Hampton et al.; Rutherford & Lloyd; Wellman & Flores;

Yang et al.).

The simple implementation of a Web-based student information management system

revealed significant beneficial impacts on student academic achievement (Hampton et al.) The

study observed the effects of the program on the GPA of 77 sixth grade students from a middle

school in the Midwest. Only students with parental permission took part in the study, hindering

statistical significance. Nevertheless, as Hampton et al. observed, “Overall student academic

 Blended Learning 6

performance, as measured by GPA, increased by .15 with teacher mandated use of PowerSchool,

[the student information management program]” (p. 15). These results show the positive

impact of giving students an increased role in observing their educational outcomes.

Perhaps the most significant results revealed by the literature were seen in learning

outcomes that are not traditionally measured. A more active role in exploring history

developed a variety of new skills in students including gains in data collection, interviewing

skills, computer literacy, as well as achieving higher levels of historical thinking and

understanding (Wellman & Flores; Yang et al.). Students also demonstrated improvements

in self-directed thinking, self-initiated activity, analytical analysis, collaborative peer interaction,

and construction of meaning (Davis in Berson). Rutherford and Lloyd note the most significant

gains compared to the standard lecture instructional strategy are found at the “comprehension

level of cognitive learning” (p. 351). The research conducted by Rutherford and Lloyd was

carried out using student surveys and testing, with a large testing population that was unaware of

the experiment. Rutherford and Lloyd’s thorough research practices and analysis ensure the

validity of their findings.

Barriers to the Success of Blended Learning

Although the literature points out a number of benefits from the implementation of

blended learning strategies in social studies instruction, there are also a number of barriers

inhibiting the widespread success of the learning strategy. The most immediate barriers

revealed by researchers are time and resource constraints (Pye & Sullivan, 2001; Wiffin, 2002;

Yang et al., 2002). A blended learning system requires a significant amount of time and

financial resources at the development stage (Wiffin). The justification for such impeding

requirements is the necessity for an extremely well constructed and well-balanced blended
 Blended Learning 7

instructional system with intense upfront analysis to ensure successful implementation (Barbian,

2002; Hollis, 2002; Osguthorpe & Graham, 2003; Zenger & Uehlein, 2001). Zenger and

Uehlein argue, “a blended solution doesn’t occur when you just bolt on some e-learning modules

to an instructor-led session” (p.58).

Other barriers are found with the time requirements of the learning experience as well as

the administrative pressures for improved standardized test scores. Berson notes that the

“individual construction of knowledge impeded extensive coverage of content” (para. 27). This

finding is significant when considering Cummings’ (1995) argument that there is a great deal of

pressure on instructors to spend class time on standardized test preparation. If the

administration is pushing for standardized test achievement it would be difficult for any

instructor to successfully implement a blended learning solution, regardless of the other benefits

to learning outcomes. It is precisely for that reason why Rutherford and Lloyd (2001) argue, “a

focus upon student achievement at various cognitive levels provides a more sensitive and

discriminating analysis than research that compares instructional strategies solely through the

measurement of overall outcomes” (p. 353). Administrative pressure often then leads to a

desire for instant gratification, which leads to the acquisition of technology that is then

haphazardly used without any initial analysis or structural development, all but ensuring the

failure of the blended system and skewed research results (Pye & Sullivan).

Conclusion and Directions for Further Research

The potential benefits of blended learning on K-12 social studies instruction are

significant. Research verifies that blended learning strategies can positively impact student

motivation and student learning outcomes (Berson, 1996; Hampton et al., 2002; Osguthorpe &

Graham, 2003; Pye & Sullivan, 2001; Rutherford & Lloyd, 2001; Scheidet, 2003; Wellman &
 Blended Learning 8

Flores, 2002; Wiffin, 2002; Yang et al., 2002). However, many barriers restrict the overall

success of the implementation of blended learning in K-12 social studies instruction. Time and

money constraints along with administrative pressure for achievement on standardized tests

prohibit blended learning solutions from benefiting today’s youth (Barbian, 2002; Cummings,

1995; Hollis, 2002; Osguthorpe & Graham; Pye & Sullivan; Rutherford & Lloyd; Wiffin; Yang

et al.; Zenger & Uehlein, 2001). The literature reveals a need for additional empirical research

using qualitative methods to further verify of the impact of blended learning strategies on social

studies instruction. Specifically, further research should address the following questions:

1. What measurable impact do blended learning strategies have on historical

thinking, comprehensive historical understanding, collaborative peer

interaction, and analytical skills? Furthermore, what impact do these skills

have on traditional student learning outcomes?

2. What significance does student motivation have on traditional student learning

outcomes?

3. What impact does a completely integrated blended solution have on traditional

student learning outcomes?

References

Barbian, J. (2002). “Blended works: here’s proof!” Online Learning 6(6): 26-30.

Berson, M. J. (1996). “Effectiveness of computer technology in the social studies: a review of

the literature.” Journal of Research on Computing in Education 28(4): 486-500.

Cummings, L. E. (1995). “Educational technology: a faculty resistance view.” Educational

Technology Review 4(15): 13-18
 Blended Learning 9

Godwin-Jones, R. (2003). “Emerging technologies.” Language Learning & Technology 7(2): 12-
16.

Hampton, L. F., Anderson, C., Sigman, D. (2002). Impact on student academic achievement
using an online process provided to students and parents. National Educational
Computing Conference Proceedings, San Antonio, Texas, 1-22.

Hollis, E. (2002). Next-generation blended learning solutions. Retrieved March 2, 2004, from
http://www.clomedia.com/content/anmviewer.asp?a=399.

Lipscomb, G. (2003). “’I guess it was pretty fun’: using webquests in the middle school
classroom.” Clearing House 76(3): 152-155.

Osguthorpe, R. T. & Graham, C. R. (2003). “Blended learning environments: definitions and

directions.” Quarterly Review of Distance Education 4(3): 227-233.

Pye, J. & Sullivan, J. (2001). “Use of computer-based instruction in teaching middle school
social studies.” International Journal of Social Education 15(2): 92-104.

Rutherford, D. & Lloyd, W. J. (2001). “Assessing a computer-aided instructional strategy in a

world geography course.” Journal of Geography in Higher Education 25(3): 341-355.

Scheidet, R. A. (2003). “Improving student achievement by infusing a web-based curriculum

into global history.” Journal of Research on Technology in Education 36(1): 77-94.

Wellman, E. & Flores, J. (2002). Online discourse: expansive possibilities in the history
classroom. National Educational Computing Conference Proceedings, San Antonio,
Texas, 1-15.

Wiffin, S. (2002). A conceptual framework for K-12 blended instruction design. Retrieved
March 1, 2004, from http://www.pinetree.sd43.bc.ca/teachers/whiffin/papers/K-
12BlendedDesignModel.pdf.

Yang, S-C., Chen, N-S., Chen, A.S. (2002). “A student-generated web-based oral history
project.” Journal of Computer Assisted Learning 18: 272-281.

Zenger, J. & Uehlein, C. (2001). “Why blended will win.” Training & Development 55(8): 54-
60.
Blended Learning 10