Evaluatingblendedlearning:Bringingtheelements together

1 UCLES 2017 RESEARCH MATTERS /ISSUE23/ SpRING 2017|17 IntroductionThis article provides a brief introduction to blended learning , itsbenefits and factors to consider when implementing a blended learningprogramme. It then concentrates on how to evaluate a blended learningprogramme and describes a number of evaluation frameworks found inthe literature. It concludes by introducing a new is blended learning?Blended learning is a mixture of online and face-to-face learning. In theliterature, blended learning is also known as hybrid learning or the flipped classroom . Although there has been some debate about anexact definition, Boelens, Van Laer, De Wever, and Elen (2015) defineblended learning as learning that happens in an instructional contextwhich is characterized by a deliberate combination of online andclassroom-based interventions to instigate and support learning ( ).

2 The online element should not solely be an addition to classroom-basedteaching; rather, blended learning requires the effective integration ofboth virtual and face-to-face methods (Garrison & Kanuka, 2004). Forexample, a university lecturer placing some selected course materials,such as a course handbook, on a virtual learning environment (VLE)would not constitute a sufficient blend .Blended learning appears to be most commonly used in HigherEducation (HE) or adult education. The majority of the researchliterature is within the united States, but there is a growing body ofliterature about the implementation of blended learning in HE courseswithin the uK. The prevalence of blended learning within HE means thatthere is very little research regarding the use or impact of blendedlearning for primary or secondary students.

3 Given the differentmotivations and expectations of adult and secondary learners, the lackof representation of younger students in the literature may mean that itis difficult to draw conclusions about the potential impact of blendedlearning for students in compulsory education (Sparks, 2015). Thisshould be borne in mind when reading the literature review that are the benefits of blended learning?Improved outcomesThere is some evidence that the introduction of blended learning canlead to improved course outcomes, in terms of higher student retentionas well as increased pass rates. Studies by L pez-p rez, p rez-L pez, andRodr guez-Ariza (2011) and Boyle, Bradley, Chalk, Jones, and pickard(2003) found that the introduction of blended learning in HE coursesimproved retention and correlated with improvements in students attainment.

4 Additionally, Stockwell, Stockwell, Cennamo, and Jiang(2015) found that blended learning courses improved attendance atface-to-face classes, in self-report measures of student satisfaction, andin examination students from non-traditional backgrounds, the evidence suggeststhat blended learning can improve retention, although it may notimprove attainment. Holley and Dobson (2008) introduced a blendedlearning programme during the first term to counteract low dropoutrates at London Metropolitan university. These students were usuallylate entrants to HE and therefore drop out rates were high as studentsoften struggled to make a successful transition to university , students who were introduced to a new blended learningenvironment during the first term were less likely than previous cohortsto leave their course before completion.

5 Additionally, Hughes (2007)found that using blended learning to identify and support at-risk students improved coursework submission rates, but had no significanteffect on use of classroom timeThe improvement in course outcomes due to blended learning has beenpartially attributed to a more strategic use of classroom time. Garrisonand Kanuka (2004) argue that blended learning is effective because itquestions the traditional lecture-based teaching model, allowingclassroom time to focus on more active and meaningful has been corroborated by Delialio lu (2012), who found thatproblem-based, rather than lecture-based, blended learning had higherlevels of student engagement. Online activities can be used to eitherreinforce learning undertaken in the classroom, or they can serve as abasic introduction to topics before they are covered in more depth pre-reading material is placed on the VLE, then classroom time canfocus on deeper analysis or discussion of the topics.

6 This may also allowteachers or tutors to spend more individualised time with students inclass, focusing on areas of particular difficulty. Aspden and Helm (2004)found that blended learning especially helped students who lived faraway from campus use their time at university more effectively as theywere able to engage with materials at home prior to attending , they found that students who were struggling withparticular topics in class were able to participate and engage with onlinematerials and thus grow in confidence. Alternatively, blended learningcan take the form of the flipped classroom , where students engage withonline lectures and textbook material at home, before participating ingroup discussion and problem-solving in class.

7 This may have greaterbenefits for some subjects than others: Stockwell et al. (2015) reportedthat this mode of blended learning was particularly successful in Scienceeducation because it allowed teaching to shift away from the traditionaltextbook model, and students were thus able to engage with scientificconcepts on a deeper blended learning: Bringing the elementstogetherJessica BowyerExeter university andLucy ChambersResearch Division(The study was completed when the first author was based in the Research Division)RM23 text (6) 28/3/17 17:52 Page 17 This is a single article fromResearch Matters: A Cambridge Assessment UCLES 201718|RESEARCH MATTERS /ISSUE23/ SpRING 2017 uCLES 2017 Nevertheless, this strategic use of classroom time relies on students successful completion of online activities.

8 Blended learning thus dependson students capacity to adopt resilient learning strategies,as well as their self-motivation to complete the course. The literaturesuggests that whilst blended learning may be a valuable tool whichenables students to work independently and develop their study skills,individuals will inevitably respond differently to this Wivell and Day s (2015) study, students reported that self-motivation,self-reliance and the ability to work independently were essential totheir success on the blended learning course. However, students whoalready struggled in the face-to-face delivery struggledto adapt to the demands of the blended programme. Moreover, p rezand Riveros (2014) found that whilst a blended learning programmegenerally increased students autonomy and responsibility for theirlearning, a common complaint from tutors was that some students didnot engage with the online activities or complete the onlineassignments.

9 Similar findings were reported by Chen and DeBoer (2015),who found that the most successful students were those who engagedmore frequently with the online , as independent study skills and self-motivation areessential to students success on blended learning programmes, it maybe pertinent for providers to help students develop these skills byoffering additional study skills sessions. Students likely self-motivationshould also be borne in mind when developing blended learningprogrammes. The age of students and the compulsory nature of onlineassignments may affect this. For example, HE students may be moreself-motivated by being able to choose their course and will be used to amore independent style of learning, whilst secondary students may beless motivated to engage with the online elements as they are morefamiliar with a classroom or lecture-based model.

10 Alternatively, makingthe online tasks compulsory, or contributory towards a student s finalgrade, may increase engagement and submission by offering higherextrinsic discussionA further potential benefit of blended learning is the additionalopportunity for peer and tutor interaction through online discussion in blended learning can either be asynchronous(such as discussion boards) or synchronous (such as Instant Messaging).However, these potential benefits are perhaps the greatest source ofcontention in the literature, with studies differing in their findingsregarding students enjoyment and perceived utility of online groups who have few face-to-face classes together , onlinecommunication can facilitate a sense of community.