Blended Learning Research

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For the past several years, teachers in Title 1 schools cry for help saying: "the TEKS are way too hard for the children to understand in such a short amount of time”, “My principal wants me to integrate more technology into my lesson”, or the famous line “My kids think everything I do is boring:” Many of these comments come from veteran teachers with years of classroom experience, therefore many students struggle in class because they lack traditional skills. “What if every child entered kindergarten ready to learn?” but many of our students still have separate and drastically unequal learning experiences. Many of our schools are overwhelmingly attended by low income, racially, and linguistically diverse students, whereas nearby schools are …show more content…
In contrast, some children face the opposite and start out far behind. Poverty is associated with lower levels of school achievement and higher levels of behavioral problems. Students today with access to a combination of online and face-to-face instruction excel in relation to peers who have exposure to only one method of instruction. Blended learning, particularly models supported by adaptive learning programs and tools, enables teachers to match the right student with the right content at the right time. It is a core component of a personalized learning model. The past decade has witnessed a huge revolution in the educational applications of the computer, whose use in education is in its beginning taking various forms starting from using computers in education to the use of the Internet in education and finally emerged the concept of blended learning. Research has shown that students achieve greater results with a blended classroom because they have been given the opportunity to take control of their learning. Research has shown that a blended classroom indicates a blended learning approach can be effective in enhancing the reading and math skills of low socioeconomic students …show more content…
According to The National Center for Education Statistics’ (2011) Nation’s Report Card (2011), data indicate that 34% of fourth graders read below a basic level on tests of reading skills and more strikingly, around 50% of Black and Latino students read below a basic level. Students who were eligible for free/reduced lunch and/or were English language learners (ELLs) were also more likely to be low performers on reading assessments. In addition, early identification of reading difficulty is critical and most children who have not received quality reading intervention by Grade 3 have a hard time to catching up with their typically achieving peers. Individualized instruction, together with use of pictorial displays and consistent, positive feedback provided by a blended learning, is often highly effective and motivating (Hernie, Bodily, Manwaring, & Graham, 2015). Blended Classroom allows students to work at their own pace so that they can receive sufficient, independent practice that may not be possible within a traditional classroom
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