Exploring the Impact of Engaged Teachers on Implementation Fidelity and Reading Skill Gains in a Blended Learning Reading Program

Schechter, Rachel L.; Kazakoff, Elizabeth R.; Bundschuh, Kristine; Prescott, Jen Elise; Macaruso, Paul

doi:10.1080/02702711.2017.1306602

Cited by 17 publications

(19 citation statements)

References 29 publications

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“…The availability of digital technology in and around the classroom and the development of pedagogy through technology integration led to the introduction of b-learning approaches in the educational proocess (Hong & Samimy, 2010;Schechter, Kazakoff, Bundschuh, Prescott & Macaruso, 2017). According to Sharma (2010), b-learning has been in practice for more than 20 years in developed countries, and contrarily to what people may think in the South African context.…”

Section: Literature Reviewmentioning

confidence: 99%

Blended Learning Approach to Mathematics Education Modules: An Analysis of Pre-Service Teachers’ Perceptions

Ubah

Spangenberg²,

Ramdhany³

2020

IJLTER

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Changes in the higher education institutions curriculum for South African schools have ushered in a blended learning approach to support the education process and to meet the needs of students. This change revolves around a blend of the use of online learning and traditional approaches to improve on pre-service mathematics teachers' knowledge and academic performance. This paper explored pre-service mathematics teachers' perceptions of the need for using a blended learning approach to mathematics education modules in other to ascertain if they will want to use b-learning in their future teaching career. This research involved a mixed-method using convenient purposive sampling to sample 42 pre-service mathematics teachers enrolled for a mathematics methodology module in a selected South African higher education institution. Responses to the questionnaire were used to conduct a descriptive analysis of each question. Qualitative data analysis from a semi-structured interview was analyzed thematically. The main finding revealed that pre-service mathematics teachers were optimistic that blended learning improved their performance, and have therefore expressed their readiness to adopt it in their future teaching career. However, pre-service teachers still need training and support to engage meaningfully in this approach to learning.

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Section: Literature Reviewmentioning

confidence: 99%

Blended Learning Approach to Mathematics Education Modules: An Analysis of Pre-Service Teachers’ Perceptions

Ubah

Spangenberg²,

Ramdhany³

2020

IJLTER

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“…Similarly, Rolfe and Gray (2011) suggested the evaluation of the effectiveness of self-directed studies that are aided with distance learning resources appropriate for modern educational models. The literature also shows that, the implementation of BL is more successful with instructor motivation in the classroom, but unfortunately, there is a lack of adequate research on instructor motivation with regard to integrating educational technology in the classroom (Schechter, Kazakoff, Bundschuh, Prescott, & Macaruso, 2017). While online instructional technologies are becoming more popular in HEIs, the instructor's opinions and beliefs regarding online learning tend to be generally negative (Patchan, Schunn, Sieg, & McLaughlin, 2016).…”

Section: Introductionmentioning

confidence: 99%

Blended learning motivation model for instructors in higher education institutions

Ibrahim

Nat

2019

Int J Educ Technol High Educ

106

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Currently, blended learning (BL) is trending among higher education institutions (HEIs) around the globe. Despite its popularity, no model exists that describes the motivation that affects instructors' opinions and beliefs regarding online learning. Therefore, the purpose of this study is to identify the factors responsible for motivating instructors at HEIs to integrate the BL approach into their courses. Two categories of motivational factors, namely, extrinsic and intrinsic, have been identified in the BL literature. These factors have been used to design a motivation model based on the cause-effect relationship between them. Survey data were collected from 362 HEI instructors in Turkey and North Cyprus for analysis using a structural equation modelling method. The results indicated that both extrinsic and intrinsic motivational factors have a significant impact on the instructors' motivation to apply the BL approach. However, the extrinsic factor, i.e., "academic workload", did not influence the instructors' motivation. In general, the findings confirmed that, the consideration of both extrinsic and intrinsic factors for motivating the application of blended learning has a 79% impact on the adoption of BL. The findings of this study provide practical solutions for educational managers, curriculum designers and faculty members towards creating a cohesive BL environment in HEIs.

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“…The blended learning approach utilized in this study, Lexia Reading Core5 Ò (Core5; Lexia Learning 2014) was chosen based on prior studies of demonstrated efficacy (Schechter et al 2017;Schechter et al 2015;O'Callaghan et al 2016) as well as features that address key areas of effective instruction, including clear objectives, frequent assessments of student progress, personalized learning, and ample opportunities for exposure to academic printed materials (Espinoza 2008;Francis et al 2006;Goldenberg 2012). The program is designed to accelerate reading skills in students who are behind their peers as well as sustain and increase progress for on-level and above-level readers.…”

Section: Blended Learning Approach Used In Study Schoolsmentioning

confidence: 99%

Efficacy of a blended learning approach to elementary school reading instruction for students who are English Learners

Kazakoff¹,

Macaruso

Hook³

2017

Education Tech Research Dev

Self Cite

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U.S. Department of Education data continually indicate that students who are English Learners (ELs) underperform in reading compared to students who are not English Learners (non-ELs). This study examined whether a personalized, adaptive blended learning approach can support reading development in ELs and non-ELs. There were 442 ELs and 442 non-ELs matched on grade level, beginning-of-year aimsweb tier status, and placement level in the blended learning program (Lexia Reading Core5 Ò ). After 1 year, both groups showed significant gains on aimsweb with no differences between groups for kindergarten, and second through fifth grade. In first grade, students who are ELs outperformed students who are nonELs. For students who continued the blended learning program for 2 years, ELs and non-ELs showed similar changes in aimsweb tier status. Notable reduction in the percentage of students identified as at-risk for reading failure was found in both the EL and non-EL groups.

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Exploring the Impact of Engaged Teachers on Implementation Fidelity and Reading Skill Gains in a Blended Learning Reading Program

Cited by 17 publications

References 29 publications

Blended Learning Approach to Mathematics Education Modules: An Analysis of Pre-Service Teachers’ Perceptions

Blended Learning Approach to Mathematics Education Modules: An Analysis of Pre-Service Teachers’ Perceptions

Blended learning motivation model for instructors in higher education institutions

Efficacy of a blended learning approach to elementary school reading instruction for students who are English Learners

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