WORKSHEET 2

Chapter 2- Outline
Rochelle Nicole L. Ramos
Jomy Anne Villas
Kelly Albert Lim

Theme 1: Definition of Blended Learning

Study 1: In this study, it adopted Lin and Overbaugh (2009) definition of blended learning:
it is teaching“ in which a blend of both traditional classroom instruction and
online learning activities are utilized, including synchronous and asynchronous
communication modes”. (Hung and Chou, 2015, pp.315-316)

Study 2: The researchers of this study offer a definition of blended learning, which defines
it as the combination of two distinct and separate modes of delivering instruction:
a traditional approach to education and online education.Bernard et al. (2014).
(Blaine,2019, p.32)

Study 3: In this study they define blended learning as a combination of the traditional
classroom learning where a teacher teaches the student face-to-face and the
self contained online learning. (Kavitha and Jaisingh, 2018, p.183)

Study 4: Researchers have tried to define 'blended learning ' in different ways. For
example, Oliver and Trigwell (2005) outlined three different kinds of blended
learning: a combination of face-to-face and online learning, a combination of
technologies, and a combination of methodologies. While Neumeier (2005)
regarded BL as a combination of face-to face and computer-assisted learning in
a single teaching and learning environment. (as cited in Huang and Qiang, 2016,
p.14)

Study 5: The definitions of blended learning in this study are many and various (Deng &
Yuen, 2009), Garrison and Vaughan (2008) define it simply as the thoughtful
fusion of face-to-face and online learning experiences. “The basic principle is
that face-to-face oral communication and online written communication are
optimally integrated such that the strengths of each are blended into a unique
learning experience congruent with the context and intended educational
purpose” (as cited in Yuen, 2011, p.4)
Study 6: Blended learning was defined by Baugher, Varanelli,& Weisbord,2003; Bonk,&
Graham, 2006 as it entails a combination of off- and online methods and is the
predominant mode of contemporary technology supported learning (as cited in
Benson and Kolsaker, 2015)

Study 7: For this study they define Blended learning as an effective approach to the
passive knowledge engagement of a massive number of students, which also
increases learning outside the traditional face-to-face learning environment
(Oakley, 2016). Additionally, BL is currently trending among institutions due to its
positive impact on student motivation and performance in general, as indicated
by Lu et al. (2018). (as cited in Ibrahim and Nat, 2019)

Study 8: This study has sparked a surging interest in blended learning, an instructional
approach that combines online and face-to-face instructional activities as stated
by Boelens, Van Laer, De Wever, & Elen(2015) to create more flexible modes of
edu-cation, and personalized learning trajectories also stated by Fry et al.,
(2008); McKenzie et al., (2013); Wanner & Palmer,(2015); Watson, (2008). (as
cited in Boelens, Voet and De Wever, 2018)

Theme 2: Implementation of Blended Learning

Study 1: Researchers, in a study aimed to examine the preparedness and support

provided to teachers, both online and face-to-face, in a co-taught blended
learning environment using survey method, found that there is still a need for
teacher training and support structures in blended learning: face-to-face teachers
need to understand teaching online, online teachers need to understand f2f
teaching, and the online content teacher also needs a better understanding of
the students’ needs (Lewis & Dikkers, 2016)

Study 2:
A group of researchers have conducted a study that aims to know how students
perceive blended learning, where they found out that students are mostly
concerned with the role of the instructor and their own role in the blended
learning process. The most prominent components in this process are face to
face lessons, LMS used, design-specific activities, student-student interaction,
etc. The instructors’ role is being the planner of the entire component of the
process. They plan online and face to face activities to attract students’ attention,
be more active.
Study 3
In a study conducted through providing questionnaires by researchers in Jordan
with the purpose of investigating the effects of locus of control and anxiety level
on their blended learning competencies and their perceived obstacles of blended
learning, the teachers need to help students with external locus of control.
Generally, students should be given educational and technological support in
blended learning by teachers.

Theme 3: Effectiveness of Blended Learning

Study 1: A researcher conducted a study with the aim of improving the performance of
students in the exam and the course of study. In the study, the researcher found
out that blended learning limits learning time of students due to trade-off
between learning and leisure time. Blended learning also avoids last-minute
learning and promotes early learning. It also transforms teaching routines to
adapt/change according to the heterogenous student body. (Braukhof, 2017)

Study 2:
In a research conducted by a few researchers using Q method, with the purpose
of knowing how students perceive blended learning, they found out that students
are satisfied with blended learning. Furthermore, the success of blended learning
relies greatly on the students’ participation and teachers’ role with greater
importance on the latter. (Kurt and Yıldırım, 2018)

Study 3: With the goal of comparing transformed course (blended learning) with the
addition of the student-produced video tutorials, to the course lacking that
component on student engagement, a few researchers stated that students have
increased feeling of engagement in the blended learning course. (Downing,
Spears and Holtz, 2014)

Theme 4 Felder-Soloman Index of Learning Styles

Study 1 In a research conducted by Felder and Soloman, there are 4 types of learning
styles: active and reflective learning, sensing and intuitive learning, visual and
 verbal learning, and sequential and global learning.Active learners retain and
understand information best by doing something active with it like discussing it,
applying it, or explaining it to others; and reflective learners prefer to think about
it quietly first.Sensing learners tend to like learning facts; and intuitive learners
often prefer discovering possibilities and relationships.Visual learners remember
best what they see i.e. images, diagrams, charts, time lines, films, and
demonstrations; and verbal learners get more out of words—written and spoken
explanations. Sequential learners tend to gain understanding in linear steps, with
each step following logically from the previous one; and global learners tend to
learn in large jumps, absorbing material almost randomly without seeing
connections, and then suddenly “getting it”. (Brent and Felder, 2016, pp. 107–
109.)

Synthesis: Over the past decade, digital- and online-learning options have become more
popular and more widely used in public and private schools, although many
schools have been slow or reluctant to adopt new technologies for number of
complex reasons, ranging from inadequate funding, technologies, and computing
networks to general organizational recalcitrance and resistance to change.
Blended learning is an approach to education that combines online educational
materials and opportunities for interaction online with traditional face to face
teaching. It requires the physical presence of both teacher and student in
general, skepticism of digital and online learning (and its many variants) is
widespread, at least in part because many technology-enabled educational
practices are still largely untested, and their educational utility and value remain
in question. Based on the articles we gathered blended-learning experiences
may also question whether the practice can provide students with enough
personal attention, guidance, and assistance from teachers, especially for
students who may not be self-directed, self-disciplined, or organized enough to
learn effectively without regular supervision from teachers and adults. Another
factor can be the implementation of the teacher when it comes to blended
learning. Based on the articles teachers cannot perform their designated task
properly and they lack proper guidance to do so, face-to-face teachers need to
understand that blended learning is not simply about having online activities but
also online discussion. In conclusion the effectiveness of blended learning limits
the learning time of students due to trade-off between learning and leisure time.
 On the other hand, the success of blended learning relies greatly on the
students’ participation and teachers’ role with greater importance on the effects.
Most of the articles focus on the role of the teachers but did not focus much on
the students' style of learning. Some articles used the theory of Felder-Soloman
Index of Learning Styles that can possibly prove that the effectiveness of this
blended learning not simply matter on the teacher’s role but also the student’s
capability to learn.

References :

Aldalalah, O. M. & Gasaymeh, A. M. (2014) Perceptions of Blended Learning Competencies

and Obstacles among Educational Technology Students in Light of Different Anxiety
Levels and Locus of Control. Contemporary Educational Technology, 5, 218-238.
Retreived February 18, 2020, from 10.30935/cedtech/6126

Allan, H. K. (2011) Blended Learning in Higher Education: An Exploration of Teaching

Approaches. Retrieved February 18, 2020, from
https://www.researchgate.net/publication/228718427_Blended_Learning_in_Higher_Edu
cation_An_Exploration_of_Teaching_Approaches

Benson, V. & Kolsaker, A. (2015) Instructor Approaches to Blended Learning: A Tale of Two
Business Schools.The International Journal of Management Education, 13(3), 316-325.
Retrieved February 18, 2020, from https://doi.org/10.1016/j.ijme.2015.10.001

Blain, A. M. (2019). Interaction and presence in the virtual classroom: An analysis of the
perceptions of students and teachers in online and blended Advanced Placement
courses. Computer & Education, 32, 31-43. Retrieved February 18, 2020, from
https://doi.org/10.1016/j.compedu.2019.01.004.

Boelens, R. & Wever, B. D. (2018). The design of blended learning in response to student
diversity in higher education: Instructors’ views and use of differentiated instruction in
blended learning. Computer & Education, 120, 197-212. Retrieved February 18, 2020,
from https://www.sciencedirect.com/science/article/abs/pii/S0360131518300423
Huang, Q. (2016). Learners’ Perceptions of Blended Learning and the Roles and Interaction of
f2f and Online Learning. Oregon Teacher of English to Speakers of Other Languages,
33. Retrieved February 18, 2020, from https://files.eric.ed.gov/fulltext/EJ1152429.pdf

Hung, M. L. & Chou, C. (2014). Student’s Perceptions of Instructor’s roles in blended learning
environment: A comparative study. Computer & Education, 81, 315-325. Retrieved
February 18, 2020, from https://doi.org/10.1016/j.compedu.2014.10.022.

Ibrahim, M. M & Nat, M. (2019). Blended learning motivation model for instructors in higher
education institutions. International Journal of Educational Technology in Higher
Education, 16(12). Retrieved Feb 18, 2020, from
https://link.springer.com/article/10.1186/s41239-019-0145-2

Kavitha, R. & Jaisingh, W. (2018). A Study on the Student Experiences in Blended Learning
Environments. International Journal of Recent Technology and Engineering, 7(4S),
2277-3878. Retrieved February 18, 2020, from https://www.ijrte.org/wp-
content/uploads/papers/v7i4s/E2030017519.pdf.

Larsen, L. J. (2012) Teacher and student perspectives on a blended learning intensive English
program writing course (Graduate theses and Dissertations, Iowa State University,
United States). Retrieved from https://www.google.com/url?
sa=t&source=web&rct=j&url=https://lib.dr.iastate.edu/cgi/viewcontent.cgi%3Farticle
%3D3382%26context
%3Detd&ved=2ahUKEwiEq8n2pOrnAhXIc94KHSA6A7cQFjAAegQIBRAF&usg=AOvVa
w11Zv9kCqL339uXUtk2PmFh

Zeftawy, A. M. & Wahab, L. A. (2017). Perception of students regarding blended learning

implementation of community health nursing course at faculty of nursing, Tanta
University, Egypt. Journal of Nursing Education and Practice, 7(3). Retrieved February
18, 2020, from https://doi.org/10.5430/jnep.v7n3p83