Blended Learning in K-12 Social Studies Instruction

Transcription

1 Blended Learning in K-12 Social Studies Instruction Literature Review March 8, 2004 Nicholas Glading 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

2 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.

3 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, , 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 computerbased 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.

4 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.

5 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

6 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

7 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 &

8 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): 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): Cummings, L. E. (1995). Educational technology: a faculty resistance view. Educational Technology Review 4(15): 13-18

9 Blended Learning 9 Godwin-Jones, R. (2003). Emerging technologies. Language Learning & Technology 7(2): 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, Hollis, E. (2002). Next-generation blended learning solutions. Retrieved March 2, 2004, from Lipscomb, G. (2003). I guess it was pretty fun : using webquests in the middle school classroom. Clearing House 76(3): Osguthorpe, R. T. & Graham, C. R. (2003). Blended learning environments: definitions and directions. Quarterly Review of Distance Education 4(3): Pye, J. & Sullivan, J. (2001). Use of computer-based instruction in teaching middle school social studies. International Journal of Social Education 15(2): 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): 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): Wellman, E. & Flores, J. (2002). Online discourse: expansive possibilities in the history classroom. National Educational Computing Conference Proceedings, San Antonio, Texas, Wiffin, S. (2002). A conceptual framework for K-12 blended instruction design. Retrieved March 1, 2004, from 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: Zenger, J. & Uehlein, C. (2001). Why blended will win. Training & Development 55(8):

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