Boccella, K. (2015). In Spring City, Pa., Hybrid Learning Sends Test Scores Soaring. The Philadelphia Inquirer. Retrieved from http://www.govtech.com/education/In-Spring-City-Pa-Hybrid-Learning-Sends-Test-Scores-Soaring.html
This school based in Spring City, PA, have seen positive results with a hybrid learning environment. With this style of learning, students rotate between stations, allowing teachers to work with small groups and individual students. The test scores have improved by 24 percent in math, 20 points in reading, and 27 points in science.
Hochleitner, D., & Lautzenheiser, T., (2014, January). How one district is reinventing its classrooms. Blended Learning in DC Public Schools, 3-4. Retrieved from https://www.aei.org/wp-content/uploads/2014/01/-blended-learning-in-dc-public-schools_084713921628.pdf
This case study shows how one district in DC public schools is using blended learning to make improvements. This documents struggles that these schools had with initial implementation, and funding. The primary model used was station rotations, however, many schools were included in this study, showing how their campus implemented blended learning.
Kellerer, E., Werth, E., & Werth, L. (2013, October). Northwest Nazarene University, Transforming K-12 rural education through blended learning. Retrieved from http://files.eric.ed.gov/fulltext/ED561276.pdf
This study documents the impact blended learning throughout the rural state of Idaho during 2013. The study documents use of blended learning, academic achievement, student engagement, communication, and the impact on teaching. The results showed gains in all areas, each increasing by various percentages.
Paulson, A. (2014). Blended learning revolution: Tech meets tradition in the classroom. The Christian Science Monitor, 1-3. Retrieved from https://www.csmonitor.com/USA/Education/2014/0420/Blended-learning-revolution-Tech-meets-tradition-in-the-classroom
Summit Shasta high school has developed a blended model in their school, which has provided increased happiness, and improved test scores. This model has allowed personalization for students, allowing teachers to work with students in smaller groups, and work with students that are struggling with concepts. This model has allows students to work at all different levels, at their own pace, to move forward, or catch up subjects.
Wright, C. (2016). Bill would allow Florida students to advance at their own pace. Tampa Bay Times. Retrieved from http://www.tampabay.com/news/education/k12/bill-would-allow-florida-students-to-advance-at-their-own-pace/2261040
This is a program that was piloted in Florida allow students to have more personalized learning. The idea behind providing personalization allows students to work at their own pace, work on credit recovering, or advancement and allows teachers to focus on students specific deficiencies.
The research shows that despite obstacles, many schools are seeing huge improvements when properly implementing blended learning. Schools are working towards finding ways to personalize students learning in an engaging way. When using a blended learning model, teachers are able to work on student’s deficiencies in smaller groups or one-on-one. Teachers no longer have to stick to teaching to the middle of the classroom, and students can advance through a course quickly or work at their own pace.
Qualitative and quantitative are the most appropriate combination to effectively answer the research questions addressing the impact blended learning has on student achievement and student engagement. The qualitative data will provide opportunities for students and teachers to express their opinions, while quantitative data will provide a statistical analysis using various collection methods (Mertler, 2016). The combination of using both methods may provide a better understanding of the problem, than using one method alone. The mix of these types of research will provide strength in the research and confidence of formed conclusions. I plan to use surveys, interviews, informal tests, and observations to collect data.
It is important for future studies specifically outlining how schools can create a model to provide personalization tailored to that specific student. I have seen much more personalization in the last few years, but not to the level of students working on completely different concepts. Generally, the class is working on the same topic, and students are working on different levels of those topics. In addition, it would be significant to see a comparison of different models and software selected. It would be beneficial to have an unbiased study, for teachers to rely on when developing courses.
Mertler, C. A. (2016). Action research: Improving schools and empowering educators (5th ed.). Thousand Oaks, CA: SAGE Publications, Inc. ISBN-13: 978-1483389059