The Findings of Multi-mode Blended Learning in K-12: A Case Study of V-China Education Program

2017 ◽  
pp. 84-96
Author(s):  
Yushun Li ◽  
Meiqin Wu ◽  
Jinrui Dai ◽  
Shengri Chen
Keyword(s):  
Blended Learning ◽  
Education Program ◽  
K 12 ◽  
Multi Mode

Drowning Digitally? How Disequilibrium Shapes Practice in a Blended Learning Charter School

2016 ◽  
Vol 118 (1) ◽  
pp. 1-30 ◽  
Author(s):  
Andrea J. Bingham
Keyword(s):  
Blended Learning ◽  
Qualitative Case Study ◽  
Learning Experience ◽  
Deep Understanding ◽  
First Year ◽  
New School ◽  
School Model ◽  
Face To Face Instruction ◽  
K 12

Background/Context Blended learning—a learning model in which online learning is combined with face-to-face instruction to provide a more personalized learning experience for students—has shown enormous growth in recent years. Though many policymakers and educators are optimistic about the potential of blended learning to provide the type of personalized education encouraged by current policy (Race to the Top, ConnectED, etc.), few studies have investigated blended learning in K—12 contexts beyond questions of effects. Purpose/Objective This qualitative case study examines the execution of a blended school model to understand teachers’ roles and practices in that environment. In this article, Cultural Historical Activity Theory (CHAT) provides the framework for tracing how instructional practices and teachers’ roles develop throughout the first year of the school and for understanding how contextual factors interact to influence this development. Research Design This article reports findings from the first year of an ongoing qualitative case study, designed to examine teachers’ instructional roles and practices in a blended charter high school. The research team collected a variety of data in order to garner a rich, deep understanding of the contextualized experiences of teachers, including more than 60 observations; two rounds of interviews; and a year's worth of email correspondence, documents, and artifacts. Conclusions/Recommendations The original vision for teacher practice broke down to varying levels in each classroom, with all teachers exhibiting a return to the pedagogical roles and practices with which they were most comfortable. The tensions, frustrations, and contradictions experienced by teachers throughout the year demonstrate the need for better planning and professional development prior to the full enactment of a new school model, particularly one in which technology plays a large role. For example, administrators and teachers must address how teachers will know that students are using technology productively. Further, because teachers’ roles may change in a blended school, these roles need to be defined, and teachers need to be provided with support and training around these roles first, before the students show up. In addition, if an online curriculum is expected to bear the responsibility of assessment and data production, it must first be vetted to ensure that the assessments are rigorous and the data is accurate. Finally, there needs to be planning around how the classroom space should be organized to promote learning, how students will be trained to self-direct, and how teachers will facilitate learning.

scholarly journals The Implementation of Blended Learning in English for Arts Education Program: A Case Study

2020 ◽  
Vol 6 (2) ◽  
pp. 173
Author(s):  
Nindya Primandita Kristianingrum ◽  
Agus Widyantoro
Keyword(s):  
Blended Learning ◽  
Education Program ◽  
Arts Education ◽  
Case Study Research ◽  
Sampling Technique ◽  
Structured Interview ◽  
Lessons Learned ◽  
Independent Learning ◽  
Study Program

This study aims at exploring the blended learning implementation in English for Arts Education Program and reporting lessons learned from the practice. Some theories regarding blended learning adoption and English for Specific Purposes (ESP) were utilized as the theoretical framework. As this case study was conducted in the ESP course in the Arts Education study program of a private university in Yogyakarta, Indonesia, a qualitative case study research design was employed, resulting in an in- depth description of the overall implementation. The data were collected through in-class and online observations, a semi-structured interview, and a focus group discussion (FGD) conducted in two classes employing blended learning, 20 representative students recruited by purposive sampling technique, and the lecturer of the course. The results were analyzed descriptively using content analysis. Based on the analysis, some stages undergone by the lecturer were drawn as they are in line with blended learning adoption stages and framework. Thus, some lessons learned reveal concerns on flexibility and accessibility to technologies and learning sources, a balanced portion of collaborative and independent learning, Information Technology (IT) knowledge, and material clarification and immediate feedback that play significant roles to students’ skill improvement and effectiveness of a blended learning course. This study offers new insights for lecturers, institutions, and students planning to adopt this approach for the findings present consideration of elements required in developing a blended learning course.

Faculty Development: A Stage Model Matched to Blended Learning Maturation

2011 ◽  
Vol 15 (1) ◽  
Author(s):  
Michael L. Fetters ◽  
Tova Garcia Duby
Keyword(s):  
Faculty Development ◽  
Blended Learning ◽  
Lessons Learned ◽  
Technology Enhanced Learning ◽  
Stage Model ◽  
Years Of Experience ◽  
Development Programs ◽  
Curriculum Innovation ◽  
Enhanced Learning

Faculty development programs are critical to the implementation and support of curriculum innovation. In this case study, the authors present lessons learned from ten years of experience in faculty development programs created to support innovation in technology enhanced learning. Stages of curriculum innovation are matched to stages of faculty development, and important lessons for success as well as current challenges are delineated and discussed.

Sign in / Sign up

Export Citation Format

Share Document