The Rise of K-12 Blended Learning: Profiles of Emerging Models.
01 May 2011-
About: The article was published on 2011-05-01 and is currently open access. It has received 283 citations till now. The article focuses on the topics: Blended learning & Technology integration.
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TL;DR: Current evidence suggests that the flipped classroom approach in health professions education yields a significant improvement in student learning compared with traditional teaching methods.
Abstract: The use of flipped classroom approach has become increasingly popular in health professions education. However, no meta-analysis has been published that specifically examines the effect of flipped classroom versus traditional classroom on student learning. This study examined the findings of comparative articles through a meta-analysis in order to summarize the overall effects of teaching with the flipped classroom approach. We focused specifically on a set of flipped classroom studies in which pre-recorded videos were provided before face-to-face class meetings. These comparative articles focused on health care professionals including medical students, residents, doctors, nurses, or learners in other health care professions and disciplines (e.g., dental, pharmacy, environmental or occupational health). Using predefined study eligibility criteria, seven electronic databases were searched in mid-April 2017 for relevant articles. Methodological quality was graded using the Medical Education Research Study Quality Instrument (MERSQI). Effect sizes, heterogeneity estimates, analysis of possible moderators, and publication bias were computed using the Comprehensive Meta-Analysis software. A meta-analysis of 28 eligible comparative studies (between-subject design) showed an overall significant effect in favor of flipped classrooms over traditional classrooms for health professions education (standardized mean difference, SMD = 0.33, 95% confidence interval, CI = 0.21–0.46, p < 0.001), with no evidence of publication bias. In addition, the flipped classroom approach was more effective when instructors used quizzes at the start of each in-class session. More respondents reported they preferred flipped to traditional classrooms. Current evidence suggests that the flipped classroom approach in health professions education yields a significant improvement in student learning compared with traditional teaching methods.
583 citations
TL;DR: This review examines existing approaches to measure engagement in technology-mediated learning, identifies strengths and limitations of existing measures, and outlines potential approaches to improve the measurement of student engagement.
Abstract: Using digital technology to deliver content, connect learners, and enable anytime, anywhere learning is increasing, but keeping students engaged in technology-mediated learning is challenging. Instructional practices that encourage greater engagement are essential if we are to effectively use digital instructional technologies. To determine the impact of innovative instructional practices on learning, we need useful measures of student engagement. These measures should be adaptable to the unique challenges to studying technology-mediated learning, such as when students learn at a distance or in a blended learning course. In this review, we examine existing approaches to measure engagement in technology-mediated learning. We identify strengths and limitations of existing measures and outline potential approaches to improve the measurement of student engagement. Our intent is to assist researchers, instructors, designers, and others in identifying effective methods to conceptualize and measure student engagement in technology-mediated learning. Consensus is needed for the definition and operationalization of student engagement.Most technology-mediated learning research uses self-report measures of engagement.Physiological and systems data offer an alternative method to measuring engagement.More research is needed to study the role of emotional engagement in learning.More research needed to determine value of physiological and systems data.
521 citations
10 Dec 2012
TL;DR: This chapter introduces the concept of blended learning as the combining of online and face-toface instruction in higher education, k-12, and corporate training contexts.
Abstract: BACKGROUND AND DEFINITION OF BLENDED LEARNING
Discussion of blending learning (BL) is appearing with increased frequency in both the
scholarly literature and the popular press. A 2011 literature search by the author found
close to 200 dissertations and hundreds of journal articles on the topic (Halverson, Graham, Spring, & Drysdale, 2012). It has also been identifi ed by the American Society for
Training and Development as a top trend in the knowledge delivery industry (Rooney,
2003). Historically, blended learning was predominantly found in corporate and higher
education contexts, but its use is now increasingly found in K-12 education (Picciano,
Seaman, Shea, & Shaw 2012; Staker et al., 2011). Its use in higher education has grown
rapidly and is predicted to become the “new traditional model” (Ross & Gage, 2006, p.
167) or the “new normal” in course delivery (Norberg, Dziuban, & Moskal, 2011, p. 207).
A 2008 report sponsored by the North American Council for Online Learning (NACOL)
stated, “Blended learning is likely to emerge as the predominant model of the future”
(Watson, 2008, p. 3).
342 citations
Cites methods from "The Rise of K-12 Blended Learning: ..."
...Student to teacher ratio (traditional classroom ratio, 2-3 times traditional classroom ratio, instructional helpdesk model) In 2011, the Innosite Institute released a research report documenting 40 case studies of BL in K-12 contexts across the United States (Staker et al., 2011)....
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TL;DR: This article analyzes the research of 205 doctoral dissertations and masters' theses in the domain of blended learning to identify gaps in research and to highlight opportunities for future research as the field of blendedLearning continues to grow.
Abstract: This article analyzes the research of 205 doctoral dissertations and masters' theses in the domain of blended learning. A summary of trends regarding the growth and context of blended learning research is presented. Methodological trends are described in terms of qualitative, inferential statistics, descriptive statistics, and combined approaches to data analysis. Research topics are divided into nine topics (learner outcomes, dispositions, instructional design, interaction, comparison, demographics, technology, professional development, and other), each containing several sub-topics. Patterns in these topics are analyzed to identify gaps in research and to highlight opportunities for future research as the field of blended learning continues to grow.
237 citations
TL;DR: This study begins the search for the center of this emerging area of study by finding the most cited scholarship on blended learning by determining the most frequently cited books, book chapters, and articles on the subject of blended learning.
Abstract: Blended learning is a diverse and expanding area of design and inquiry that combines face-to-face and online modalities. As blended learning research matures, numerous voices enter the conversation. This study begins the search for the center of this emerging area of study by finding the most cited scholarship on blended learning. Using Harzing’s Publish or Perish software (http://www.harzing.com/pop.htm), we determined the most frequently cited books, book chapters, and articles on the subject of blended learning, as well as the journals in which these highly cited articles appeared. Through these findings we offer some conclusions about where the conversations about blended learning are happening, which scholars are at the forefront of these conversations, and other emerging trends in blended learning scholarship.
168 citations
Cites background from "The Rise of K-12 Blended Learning: ..."
...arena, we anticipate that the Innosight Institute’s report, “The Rise of K–12 Blended Learning” (Staker et al., 2011), and the follow-up “Classifying K–12 Blended Learning” (Staker & Horn, 2012), will rise to become an important publication in the area of K–12 blended learning....
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...There is evidence that online and blended learning options are becoming increasingly popular with massive opportunities for growth in this market (Picciano & Seaman, 2007; Picciano, Seaman, Shea, & Swan, 2012; Staker et al., 2011)....
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...Nevertheless, as blended learning increases in the K–12 arena, we anticipate that the Innosight Institute’s report, “The Rise of K–12 Blended Learning” (Staker et al., 2011), and the follow-up “Classifying K–12 Blended Learning” (Staker & Horn, 2012), will rise to become an important publication in the area of K–12 blended learning....
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...Nevertheless, as blended learning increases in the K–12 arena, we anticipate that the Innosight Institute’s report, “The Rise of K–12 Blended Learning” (Staker et al., 2011), and the follow-up “Classifying K–12 Blended Learning” (Staker & Horn, 2012), will rise to become an important publication in…...
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