Time to engage: Implementing math and literacy blended learning routines in an Indian elementary classroom

Kundu, Arnab; Bej, Tripti; Rice, Mary

doi:10.1007/s10639-020-10306-0

Cited by 46 publications

(35 citation statements)

References 32 publications

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“…The teachers reported enjoying the process of reviewing the data and making decisions which is a success story of any DBR-based ground study (Kundu et al, 2020). They agreed that when they heard they were going to be studied, they felt scared and intimidated but at the end they really learnt and enjoyed the whole process which was interactive and efficient to them.…”

Section: Outcomes Related To Rq3mentioning

confidence: 99%

“…According to Pape (2010) "blended teaching helps teachers find an approach that is more engaging for this generation of children" (p. 22). Kundu et al (2020) in a recent study have empirically established blended learning potential in enhancing students' learning engagement in elementary level. To make blending learning work well in specific contexts, teachers should experiment with and modify specialized classroom routines and organizations in their blended learning classrooms (Kazakoff et al, 2018).…”

Section: Pedagogical Goals Of Blended Learningmentioning

confidence: 99%

“…The study has a big space ahead where future research could be conducted with a large sample covering multiple schools to find if blended learning is equally potent in yielding the same results. In the earlier study (i.e., Kundu et al, 2020) we showed "Time to engage" and it took nine weeks to read a considerable increase of students' engagement after blended learning was introduced. This time "Time to achieve" was found 10 weeks and a considerable change in elementary students' achievement level was noticed.…”

Section: Insights For Future Researchmentioning

confidence: 99%

“…According to Pape (2010) “blended teaching helps teachers find an approach that is more engaging for this generation of children” (p. 22). Kundu et al. (2020) in a recent study have empirically established blended learning potential in enhancing students’ learning engagement in elementary level.…”

Section: Pedagogical Goals Of Blended Learningmentioning

confidence: 99%

“…One teacher reported:[Utilizing] a blended model in a classroom is really an interesting process. We never ever saw nothing of this in our pre-service training nor during the one or two in-service trainings [we have received].The teachers reported enjoying the process of reviewing the data and making decisions which is a success story of any DBR-based ground study (Kundu et al., 2020). They agreed that when they heard they were going to be studied, they felt scared and intimidated but at the end they really learnt and enjoyed the whole process which was interactive and efficient to them.…”

Section: Project Outcomesmentioning

confidence: 99%

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Time to Achieve: Implementing Blended Learning Routines in an Indian Elementary Classroom

Kundu

Bej²,

Dey³

2021

Journal of Educational Technology Systems

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The purpose of this study was to investigate the effect of blended learning on students’ academic achievement, to study teachers’ perception of working in the unconventional blended atmosphere, and finally to infer on its potential in underprivileged elementary classrooms. Since this study was conducted in an unconventional set up with researchers acted as agents of change, design-based research methods were used with 50 children from a fifth standard class in an Indian elementary school. These methods included gathering and analyzing data in two cycles—preblended implantation stage and postblended stage. A mixed-method approach was followed for data collection. Quantitative data were collected through an achievement test and qualitative data were gathered from interviews with the teachers. Findings revealed that there were significant differences in achievement level between the two cycles, in favor of the postblended implantation stage, and this difference was found gender-neutral. Interviews with three teachers were also conducted to collect information about their experiences of introducing and implementing blended learning in their classrooms. The study concludes that blended learning ambiance increases students’ academic achievement levels in elementary classrooms when teachers were supported with necessary policies and proficiencies. Overall, the time spent in blended learning had a positive effect on children’s achievement irrespective of gender and these effects emerged during 10 weeks even in a school with poor technological infrastructure and underprepared yet willing teachers.

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Section: Outcomes Related To Rq3mentioning

confidence: 99%

Section: Pedagogical Goals Of Blended Learningmentioning

confidence: 99%

Section: Insights For Future Researchmentioning

confidence: 99%

Section: Pedagogical Goals Of Blended Learningmentioning

confidence: 99%

Section: Project Outcomesmentioning

confidence: 99%

See 3 more Smart Citations

Time to Achieve: Implementing Blended Learning Routines in an Indian Elementary Classroom

Kundu

Bej²,

Dey³

2021

Journal of Educational Technology Systems

Self Cite

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School bullying before and during COVID‐19: Results from a population‐based randomized design

Vaillancourt

Brittain

Krygsman

et al. 2021

Aggressive Behavior

106

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We examined the impact of COVID-19 on bullying prevalence rates in a sample of 6578 Canadian students in Grades 4 to 12. To account for school changes associated with the pandemic, students were randomized at the school level into two conditions: (1) the pre-COVID-19 condition, assessing bullying prevalence rates retrospectively before the pandemic, and (2) the current condition, assessing rates during the pandemic. Results indicated that students reported far higher rates of bullying involvement before the pandemic than during the pandemic across all forms of bullying (general, physical, verbal, and social), except for cyber bullying, where differences in rates were less pronounced. Despite anti-Asian rhetoric during the pandemic, no difference was found between East Asian Canadian and White students on bullying victimization. Finally, our validity checks largely confirmed previous published patterns in both conditions: (1) girls were more likely to report being bullied than boys, (2) boys were more likely to report bullying others than girls, (3) elementary school students reported higher bullying involvement than secondary school students, and (4) gender diverse and LGTBQ + students reported being bullied at higher rates than students who identified as gender binary or heterosexual. These results highlight that the pandemic may have mitigated bullying rates, prompting the need to consider retaining some of the educational reforms used to reduce the spread of the virus that could foster caring interpersonal relationships at school such as reduced class sizes, increased supervision, and blended learning.

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Children as Earth Authors: A Story of Creativity, Metacognition and Motivation among Indian School Children

Jamal

Yusof

2023

Journal of Creative Behavior

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Project‐Based Learning (PBL) is inherently creative. But little is known about children's process of creativity during a PBL experience or how PBL supports the creative process. This qualitative study explores 14 Indian schoolchildren's creative journey during a book‐authoring PBL program. Transcripts for the structured interviews, assignments, driving questions, and journals were analyzed for patterns inductively and codified for themes. Results show that PBL provided the framework for children's creative behavior. Children's creative process was a cycle between ideating, shaping a story, reviewing, and rework with elements of “jugaad.” Emotion played a key role in the creative process. Metacognition played a dual role in both helping to shape the storybooks and children's self‐beliefs and added to their motivation. Children's self‐concept as authors and self‐efficacious beliefs in the powerful impact of their storybooks motivated them through an extremely challenging project. The significance of the research is threefold. First, it explores Indian children's creative process, which is extremely under‐researched. Second, it explores the role of creative metacognition in the creative process. Most importantly, it highlights PBL as a way for creating learning conditions to foster creativity.

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Time to engage: Implementing math and literacy blended learning routines in an Indian elementary classroom

Cited by 46 publications

References 32 publications

Time to Achieve: Implementing Blended Learning Routines in an Indian Elementary Classroom

Time to Achieve: Implementing Blended Learning Routines in an Indian Elementary Classroom

School bullying before and during COVID‐19: Results from a population‐based randomized design

Children as Earth Authors: A Story of Creativity, Metacognition and Motivation among Indian School Children

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