Blended Learning W H I T E P A P E R

Blended Learning W H I T E P A P E R

INTRODUCTION The use of technology in the classroom to augment teaching and learning has increased over the past decade. This increased access to technology in the classroom has improved the potential for teachers to optimize student learning through a combination of both online learning programs and face-to-face student/teacher interaction. An approach that is gaining increased attention by teachers and administrators to optimize the use of technology in their classrooms is blended learning. Blended learning is defined by Garrison and Vaughan (2008) as the organic integration of thoughtfully selected and complementary face-to-face and online approaches (p. 148). Horn and Staker (2015) define blended learning as any formal education program in which a student learns at least in part through online learning, with some element of student control over time, place, path, and/or pace (p. 34). Essentially, blended learning employs an appropriate balance between and implementation of technology and face-to-face teacher/ student interaction to maximize a student s learning experience. Blended learning is being implemented increasingly in K-12 contexts (Staker, Chan, Clayton et al., 2001; Picciano, Seaman et al., 2011). In 2007, Picciano and Seaman reported that 700,000 American K-12 students were enrolled in at least one online blended course (Picciano & Seaman, 2007). Two years later in a follow-up study, Picciano and Seaman reported that the number of students enrolled in at least one online learning course had increased to 1,030,000 two-percent of the total K-12 population with 15% of the school districts who had not yet introduced blended learning reporting that they planned to introduce it into their schools within the next three years (Picciano & Seaman, 2009). Of this number of students who were enrolled in an online learning course in 2009, 70% of the students were enrolled in secondary education-level classes (Picciano, Seaman et al., 2011). Christensen et al. (2008) predict that by the year 2016, about 25% of all high school courses will be online and that by 2019, 50% of high school courses will be online. This data suggest that online learning is of increasing interest in K-12 contexts, especially in secondary education. In turn, increased interest has been generated by researchers and policy makers to provide quality online learning experiences for students. 3

WHY BLENDED LEARNING? What is fueling this steadily rising interest in blended learning? There are several practical benefits of blended learning. Picciano and Seaman (2012) suggest that in secondary education, online blended learning courses have been used for a variety of reasons, including the following: 1) to provide courses to students that would otherwise not be available to students (e.g., access to courses for students who live in rural areas); 2) to offer online learning courses for students who fail a course (for credit recovery); 3) to offer Advanced Placement classes; and 4) to address individual needs of specific students. While these reasons fill pragmatic needs, blended learning is also proving to be a powerful tool to fill a variety of other needs. First, blended learning customizes instruction and personalizes student learning. Second, blended learning provides teachers with the opportunity to emphasize their role as mentor as they have more time to help students overcome challenges and teach them to become problem solvers and critical thinkers. A third reason why blended learning is proving to be an effective approach is that students are provided more opportunities to prioritize and own their educational choices. This student agency has proven to motivate students and prepare them for the challenges of becoming an adult learner. Each of these three benefits is discussed below. Student-Centered Learning 4 Online courses and a myriad of other media enhancements implemented in the classroom bring the potential for increased personalization and competency-based learning. A good online course will assess students subject knowledge and identify gaps or weaknesses that need to be addressed. At the same time, an online course should identify areas of strength that students do not need to spend their time relearning. Furthermore, these technologies allow students to learn new subjects at their own pace. However, simply supplying technology and online learning programs in the classroom does not guarantee a personalized learning experience. A blended learning approach, with both personalized online instruction and customized teacher-student interaction, is, in the words of Horn and Staker (2015), the engine that can power personalized and competency-based learning ( p. 11).

Using the data obtained from students work on an online learning program, teachers can customize their face-to-face instruction to better meet the needs of their students. An appropriate dose of personalized online instruction frees up the teacher to become learning designers, mentors, facilitators, tutors, evaluators, and counselors to reach each student in ways never before possible (Horn and Staker, 2015, p. 11). As suggested by Horn and Staker (2015), when some students are working with online programs, teachers can work with smaller groups of students and achieve the ideal of a tutor-like experience for every child without added cost (pp. 11-12). In short, blended learning enhances student outcomes by breaking out of the factory-model schools that standardize teaching and testing (Horn & Staker, 2015). Reading Horizons software employs a competency-based curriculum which allows students to progress only as they prove themselves competent to do so. In addition, the reporting system allows teachers to view student progress and use that data to customize their face-to-face instruction to attend to students areas of weakness. Reading Horizons is a powerful tool that accommodates student-centered learning. Teacher Mentoring Blended learning is more than simply using technology in the classroom. Furthermore, blended learning does not promote the use of online programs as a substitute for face-to-face instruction by a teacher. Vaughn, et al., (2013) promote the critical role of the teacher in a blended learning model when they suggest that the teacher in a blended environment is collaboratively present in designing, facilitating, and directing the educational experience (p. 3). Blended learning must be implemented well in order to be effective. The nature of online learning necessitates supportive student-teacher interaction since verbal and non-verbal cues are often lost in online learning environments (Cagiltay, K., et al., 2002). The role of the teacher in blended learning environments is not passive. Effective blended learning environments do not designate online programs to take sole responsibility for instructing students. Rather, the teacher sees his/her role as an opportunity to mentor, coach, and personalize instruction. 5

The emphasis shift in a teacher s role from knowledge provider to a coach or mentor is significant. Smaller groups allow teachers to engage, empower, and inspire students in experiential learning activities that require problem solving and critical thinking skills. In turn, teachers have a greater capacity to improve students perception of learning, which leads to increased motivation to engage in lifelong learning. Furthermore, teachers are able to build stronger relationships with the students, which gives the teacher insights to the students personal struggles and personality needs. With these insights and trust, teachers are empowered to comfort and challenge students through students personal struggles that often serve as obstacles to learning. In summary, with frequent interaction with a teacher in smaller groups, students receive the individualized and personalized instruction they need while developing relationships that inspire, empower, and instill passion. Reading Horizons provides effective resources to assist teachers with their small group instruction to engage students in hands-on learning. As students participate in these activities, and as students see success with the skills practiced, their motivation to learn inspires lifelong learning. Student Agency Horn and Staker (2015) point out that an important part of student-centered learning is that students develop a sense of agency and ownership for their progress and a subsequent ability to guide their learning [which] translates into an ability to become a lifelong learner a skill that is necessary in today s rapidly changing world, in which knowledge and skills become outdated quickly (p. 10). Blended learning models include and emphasize this student agency. 6

Because online learning provides students with real-time feedback, students are better able to self-direct their learning. Students can choose to learn at a suitable pace, using a self-customized path, with instruction delivered at a self-selected time and place, all of which assist with maintaining high student motivation a component of learning that is especially critical for older students. Live teachers provide the mentorship and support to help students develop their goals and reasons behind making these choices. Furthermore, teachers help the students prioritize and plan to succeed. Then, perhaps most critically, teachers provide students with accountability and encouragement as students inevitably struggle with learning how to use their agency to succeed. Reading Horizons software allows students to progress at their own pace and spend more time on the skills they need to develop. Because of this approach, students at a variety of different levels can use the curriculum to fill in gaps and learn the skills needed to become more independent readers. MODELS OF BLENDED LEARNING With increased awareness of blended learning and more widespread use by practitioners in the classroom, blended learning is still evolving and is being defined with great variation (Graham, 2012). Despite this variation of how blended learning is being defined, Horn and Staker (2015) explain the most common models of blended learning in their book Blended. These models of blended learning are described below with accompanying graphics and examples regarding how Reading Horizons is implemented in the context of each model to illustrate. (See Figure 1.) Rotation Model The rotation model is defined as a class, course, or subject in which students rotate from one learning modality to another, at least one of which being online learning. The rotation often consists of students either moving between online learning, small-group instruction, and paper-pencil work, or moving between whole-class instruction and online learning. Rotations have been employed in the classroom for many years; however, including an online learning component in the rotation is what makes this a blended learning approach. Within the rotation model are four specific types of rotation: Station rotation, lab rotation, flipped classroom, and individual rotation. 7

FIGURE 1 BLENDED LEARNING MODELS Adapted from Horn and Staker, 2015 Station Rotation In station rotation, students rotate within a classroom or set of classrooms. Rotations may include, for example, individual learning using online learning programs, small group direct instruction with a teacher, and independent work at students desks. (See Figure 2.) In K-3 contexts, Reading Horizons Discovery can be implemented easily into the station rotation model in both mainstream classrooms and intervention settings where computers or tablets are available. 8

FIGURE 2 STATION ROTATION Adapted from Horn and Staker, 2015 In a mainstream classroom setting, students use the Reading Horizons Discovery software program independent of teacher instruction. Different components of the software can be assigned in various stations. For example, students could be assigned during one or more of the stations to add words to the Vocabulary Word Wall, to read stories in the Reading Library, to work on skill lessons, or to take computer-administered assessments. As a variation to the Vocabulary Word Wall found in the software, students could use the Reading Horizons vocabulary app on a tablet. Additionally, software can be assigned for homework, extending the learning environment from the classroom to out-of-class settings for additional follow-up. In addition to software and mobile apps, a variety of other direct instruction materials can be used in other stations, including Reading Horizons Discovery Little Books, Transfer Cards, Practice Pages, activities found in the Reading Horizons Discovery Teacher s Manuals for small-group instruction, games found in the Games Supplement, flash cards, etc. 9

In an intervention setting, the software and materials outlined above can be used with fewer students at a time and in fewer centers. Since direct instruction is most effective in intervention settings, the Reading Horizons Discovery direct instruction materials will prove to be especially helpful for students with particular needs. A combination of both direct instruction materials and software provides an ideal setting for the station rotation model as intervention teachers are freed up to work one-on-one with individual students while the other students are engaged on the software. Lab Rotation Lab rotation is very similar to station rotation. The key difference is that students move to a computer lab for their online learning portion of instruction. The impetus for using lab rotation versus station rotation is that the lab frees up classroom space for other activities within the rotation model. Teachers have used lab rotation for several years. The main difference in the current use of this model is that teachers incorporate the online learning component into their classroom lessons to create a more streamlined course. (See Figure 3.) FIGURE 3 LAB ROTATION Adapted from Horn and Staker, 2015 10

The lab rotation model can be implemented into K-12 classrooms where Reading Horizons is used if students have access to a computer lab at the school. Although this model is common, it is not ideal in most elementary classrooms since K-3 classrooms often have to compete with other grade levels and classes for lab time. In most cases, time on the computer is limited to the amount of lab time available. Usually, a class of students is scheduled in the lab for half an hour to an hour each week. For Reading Horizons Discovery users, the lab rotation model would be most ideal for teachers who want to use the software simply to assess classroom learning, to assign a specific lesson for a student to repeat and relearn, etc. In intervention settings, students receiving interventions typically have additional access to the computer lab, so these students may have more time in the computer lab than mainstream students to learn on the software. However, these students most likely need more supervision than mainstream students, so careful planning and teacher guidance in the computer lab during online learning is necessary. Flipped Classroom In a flipped classroom, students learn the lesson content online independently so that class time can be used to practice or discuss the concepts learned. For example, students listen to lectures outside of class time, and students do homework during class time with a teacher available to assist with questions and guide student learning. This approach is significant because students are involved in activity-based learning rather than passive learning. (See Figure 4.) The flipped classroom model is commonly employed in secondary education settings. The flipped model allows the teacher to use class time effectively to ensure mastery and strengthen students areas of weakness. An example of how Reading Horizons Elevate can be implemented in a flipped classroom model is provided in the following paragraph. 11

FIGURE 4 FLIPPED CLASSROOM Adapted from Horn and Staker, 2015 Students complete Reading Horizons Elevate software lessons outside of class as homework according to a schedule prescribed by the teacher or as the student self-directs. After students have completed designated software lessons, teachers use class time to review the skill as a whole class. Students actively participate in the review of the skill and demonstrate mastery of each skill by engaging in dictation, using Transfer Cards, and completing optional Enrichment Activities found at the end of each skill lesson in the Reading Horizons Elevate Teacher s Manuals. The Reading Horizons Student Workbook can also be used in connection with the students online learning in a couple of different ways. First, students could be assigned to complete accompanying Student Workbook pages for homework as they complete each lesson on the software. Or secondly, students could complete Student Workbook lessons in class. Individual Rotation In individual rotation, students move to a variety of different learning modalities based on student needs and interests. The students course is not prescribed by a teacher or schedule but rather is customized for each student according to individual needs. Teachers are available to expand on the information learned online via face-to-face projects and discussions and according to students needs. (See Figure 5.) 12

FIGURE 5 INDIVIDUAL ROTATION Central learning lab Adapted from Horn and Staker, 2015 In mainstream K-3 classrooms where Reading Horizons Discovery is used, the Individual Rotation model can be an effective model of instruction to focus on individual needs. For example, if students are weak in spelling, they would be assigned specific skill lessons or practice with the Vocabulary Word Wall. If fluency is a struggle, students could be assigned to read Little Books out loud following the highlighted words in the Reading Library. Practice Pages, direct instruction, and word and sentence dictation could also play into this rotation. In K-12 intervention settings, the Individual Rotation model provides a higher level of individualized activities based on each student s IEP goals. This model frees up intervention teachers to work specifically with each student while the other students are on the computer learning Reading Horizons skills. 13

Flex Model A Flex model refers to courses where online learning is the backbone of students learning experience, mostly taking place on a brick-and-mortar campus, with teachers available to offer tutoring, guidance, and off-line learning activities to enrich students online learning experience as needed and on a case-by-case basis. The Flex model is different than the Rotation model in that the Flex model begins with online learning and adds teacher supports as needed, whereas the Rotation model begins with a teacher-fronted approach and adds the online learning component. (See Figure 6.) FIGURE 6 FLEX MODEL Adapted from Horn and Staker, 2015 14

In mainstream K-3 classrooms using Reading Horizons Discovery, the Flex model is not likely used, unless students are engaged in an after-school program. In K-3 intervention settings, however, the Flex model may be used by Reading Horizons Discovery teachers who are collaborating and streamlining instruction between different instructional settings, specifically instruction between the Special Education teachers and the mainstream classroom teachers. The Flex model would more likely be found to be part of the middle school and high school curriculum of which Reading Horizons Elevate is a part. A La Carte Model The A La Carte model refers to a course that a student takes online while attending a brick-and-mortar school. This model is the most common type of blended learning employed at the high school level. Online courses, such as foreign language classes that are not offered at the brick-and-mortar school, are taken by high school students during study hall or after school. Although there is no face-to-face component associated with the online course, this approach is considered a blended learning model because students are engaged in a blend of both online learning and brick-and-mortar schooling. (See Figure 7.) FIGURE 7 A LA CARTE MODEL Adapted from Horn and Staker, 2015 15

Although the A La Carte model is mainly implemented in secondary education settings, the A La Carte model of blended learning may be implemented in K-3 mainstream and intervention situations where Reading Horizons Discovery is offered to parents who are seeking enrichment courses for their beginning readers or struggling readers. Reading Horizons Elevate can be implemented effectively in an A La Carte model in middle and high school education levels for students who need additional help with the foundational reading skills taught in the Reading Horizons Elevate program. Students can engage in the software in isolation of teacher-guided instruction to learn the skills needed and to fill in gaps. The A La Carte blended learning approach is appropriate for English Language Learners and struggling readers at the middle and high school levels who are attending a brick-and-mortar school with students who may not need explicit instruction in these foundational skills. Students who are in need of this instruction can be put on the Reading Horizons Elevate software to learn the skills needed to become more independent readers. Enriched Virtual Model The Enriched Virtual model requires students to have face-to-face instructional sessions, but students are given the flexibility to complete the rest of the classwork online from a location of their choice. This model differs from fully-online schools where students are not required to attend a brick-and-mortar school. This Enriched Virtual model differs from the Flipped Classroom model because students are required to meet face-to-face with teachers on a regularly scheduled basis. The Enriched Virtual model provides needed support for students while allowing the flexibility of self-directed, online instruction. (See Figure 8.) 16

FIGURE 8 ENRICHED VIRTUAL MODEL Adapted from Horn and Staker, 2015 The Enriched Virtual model is less ideal for elementary settings and more ideal for students in secondary education levels. Reading Horizons Elevate students could engage in the software independently and then meet with teachers to review and reinforce the skills learned in the software. 17

CONCLUSION Blended learning has great potential to help teachers better address students needs. Through a combination of online learning and more customized face-to-face direct instruction, students experience student-centered learning, teacher mentoring, and the opportunity to self-direct their learning. If teachers were to embrace the blended learning approach and implement it with fidelity, formal education would more effectively serve as a launch pad to help students better contribute to filling the needs of a demanding world. Reading Horizons is a perfect complement to a blended learning approach with its online learning component and accompanying teacher-guided direct instruction materials. Its competency-based approach customizes student instruction to ensure that student-centered learning is taking place. Its individualized instruction and opportunities to self-direct learning allow students to learn at their own pace. In addition, the reporting system informs teachers regarding how to better meet students needs during whole-class and small group instruction. A combination of these features comprised in the Reading Horizons curriculum assists teachers with helping their students better reach their potential and become lifelong learners. Visit the Reading Horizons blog at www.readinghorizons.com where blended learning will be discussed throughout the year. 18

REFERENCES Cagiltay, K., Graham, C., Lim, B., Craner, J., & Duffy, T. (2001). The seven principles of good practice: A practical approach to evaluating online courses. Journal of Education, Education Faculty of Hacettepe University, Ankara, Turkey, 20(2), 40-50. Christensen, C. M., Horn, M. B., & Johnson, C. W. (2008). Disrupting class: How innovation will change the way the world learns. New York: McGraw-Hill. Garrison, D. R., & Vaughan, N. (2008). Blended learning in higher education. San Francisco: Jossey-Bass. Horn, M. and Staker, H. (2015). Blended: Using disruptive innovation to improve schools. San Francisco: Jossey-Bass. Graham, C. R. (2013). Emerging practice and research in blended learning. In M. G. Moore (Ed.), Handbook of distance education (3rd ed., pp. 333 350). New York, NY: Routledge. Picciano, A. G., & Seaman, J. (2007). K-12 online learning: A survey of U.S. school district administrators. Needham, MA: The Sloan Consortium. Retrieved from http://www.onlinelearningsurvey.com/reports/k-12-online-learning.pdf. Picciano, A.G., Seaman, J., Shea, P., & Swan, K. (2011). Examining the extent and nature of online learning in American k-12 education: The research initiatives of the Alfred P. Sloan Foundation. The Internet and Higher Education 15(2), 127-135. doi:10.1016/j.ihed uc.2011.07.004 Staker, H., Chan, E., Clayton, M., Hernandez, A., Horn, M.B., & Mackey, K. (2011). The rise of K 12 blended learning: Profiles of emerging models. Innosight Institute report. Retrieved from http://www.christenseninstitute.org/wp-con tent/uploads/2013/04/the-riseof-k-12-blended-learning.emerging-models.pdf Vaughan, N. D., Cleveland-Innes, M., & Garrison, R. D. (2013). Teaching in blend ed learning environments: Creating and sustaining communities of inquiry (p. 142). Edmondon, AB: Athabasca University Press. Retrieved from http://www.aupress.ca/books/120229/ebook/99z_vaughan_et_ al_2013-teaching_in_blended_learning_environments.pdf