Effective Practices of Succesful Blended Learning Schools

Abstract

<p><em>Blended learning is a teaching technique utilizing face-to-face teaching and online or technology-based practice in which the learner has the ability to exert control over the pace, place, path, or time of learning. Schools that employ this teaching method often demonstrate larger gains than traditional programs due to their increased ability to differentiate and quickly assess student learning. This study sought to determine ways blended-learning models contribute to student success, how blended-learning schools are measuring student success, and how administrators are supporting teachers in their use of blended techniques.</em></p><p><em>In this mixed-methods study, survey data were collected from 230 teachers and 43 administrators in blended-learning programs. Interviews were conducted with teachers and administrators at two school sites in the Southwestern most region of the United States, along with classroom observations and reviews of participating schools’ Local Control Accountability Plans (California Department of Education, 2017) and mission statements. Results yielded five consistent themes: an understanding of student needs to drive individualized instruction, varied and individual success criteria, strong relationships with students tied to decision-making that fosters individual achievement, student needs as a driving force behind the development of school programs, and an increased level of student choice to combat low motivation.</em><em></em></p>

Blended Learning: Issues Related to Successful Implementation

“…Other teachers believe that success of blended learning implementation demands the existence of policy support, readiness of IT infrastructure and willing teachers to change their viewpoints regarding ICT integration in teaching (Dewi, Ciptayani, Surjono, & Priyanto, 2018). In addition, some teachers think that individualized instruction needs an understanding of students' needs, varied and individual success criteria, strong relationships with students tied to decision-making that fosters individual achievement and combat low motivation level (Mathews & Ward, 2019). Rigorous efforts, right attitude, handsome budget and highly motivated teachers and students play significant roles in the effectiveness of Blended Learning (Lalima & Dangwal, 2017 and Mahmodi & Moghadam, 2017).…”

Development of AI-based Arabic Learning Model to Improve non-native speaker Arabic Speaking Skills

“…Successful language teaching involves real-time feedback, adjustment of learning materials, and active learner engagement. Arabic, with its rich vocal nuances, complex grammar, and cultural context, poses unique challenges in learning (Ciolan et al, 2014;Mathews & Ward, 2019). Therefore, an AI-based Arabic language learning model can provide innovative solutions that are responsive to the needs and abilities of learners.…”

Blended Learning Perspectives and Practices at Higher Education Department Colleges in Faisalabad

“…Some professors are open to changing their views on the use of ICT in the classroom, and they believe that for BL to be successful, there has to be adequate IT infrastructure and legislative backing (Dewi, Ciptayani, Surjono, & Priyanto, 2018). Additionally, some educators think personalized education calls for a plan to deal with low motivation levels, understanding students' requirements, a range of speci􀅫ic success criteria, and strong connections with students founded in decision-making (Mathews & Ward, 2019). If teachers aren't encouraged to restructure their courses such that they give students more diverse learning opportunities than either online or in-person instruction alone, BL won't live up to its promise of improving learning (Jeffrey, Milne, Suddaby, & Higgins, 2014).…”