THE EFFECTS OF BLENDED LEARNING 1

The Effects of Blended Learning on Student Engagement, Collaboration, and Achievement

LaToya D. Washington

Lamar University

EDLD 5315 : Assessing Digital Learning and Instruction

Dr. Julene Reed

June 28, 2020

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Abstract

This review of literature intends to demonstrate the effects of blended learning on student

engagement, collaboration, and achievement. Blended learning involves the combination of

traditional brick-and-mortar learning environments with a student-centered, constructivist

approach to learning that is enhanced by the use of technology. Collaborative learning is learning

with and from members of a group. Blended learning creates opportunities for increased

engagement and collaboration while pushing students to be active participants while the teacher

takes a more facilitated role. The literature shows the positive effects of implementing blended

learning on students.

Keywords:​ blended learning, engagement, collaboration, collaborative learning, student

achievement, student progress

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The Effects of Blended Learning on Student Engagement, Collaboration, and Achievement

As society continues to evolve to become more connected and innovative, the field of

education must adapt in order to produce citizens that can successfully live, work, and learn in

the world beyond the classroom. Our digital world requires a different set of skills, commonly

referred to as 21st century skills (​P21 Partnership for 21st Century Learning, 2016)​. Using

industrial age pedagogical methods in a digital society does not promote the development of

creative, communicative, collaborative, and critically thinking learners that are not just flexible

team players but also skilled in technology and are digitally responsible and literate.

An instructional approach known as blended learning could replicate the combination of

online and face-to-face aspects of learning that occurs in the real world (​Consortium for School

Networking [CoSN], 2019).​ ​Incorporating blended learning into the classroom could increase

student engagement and collaboration which might result in an increase in achievement. In

addition to academic achievement, students would become digitally skilled and be able to use

technology in a way that enhances life, learning, and livelihood.

What is Blended Learning?

Blended learning is a student-centered practice that allows students choice over many

aspects of the learning process, including access, pacing, and content (Horn, Staker, &

Christensen​, 2015). It is a practice that requires more than just having access to technology in the

classroom or online assignments. Blended learning uses technology to provide digital learning

activities coupled with the in-person support of a teacher to give students a more personalized
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and engaging learning experience. Blended learning, one of the top five tech-enablers of 2019

according to ​CoSN, paves the way to personalized learning in which the teacher’s role is to

connect each student with the resources that match their needs and preferences (CoSN, 2019).

Blended learning alone does not create personalization. It is developed through student-teacher

interactions and progress monitoring and adjustment by teachers.

Kaur (2013) describes blended learning as an instruction method that provides flexibility

to students and teachers by allowing students to choose their mode of learning and gives teachers

the space to personalize instruction. So even though there is a significant digital component to

this method of learning, the student and teacher relationship becomes more meaningful and

effective.

Engagement and Collaboration

The benefits of a blended classroom do not solely change the student-teacher

relationship. The student-student relationship is also altered.​Vygotsky (1978) proposed that

learning was a social process that required the interaction between learners, peers, teachers, and

their community. Collaborative learning is the grouping of students working together towards a

common goal with the focus on both individual and group achievement (Gokhale, 1995).

Collaborative learning allows students to create their own understanding from working with and

talking to others. Collaboration requires students to not only talk, but to listen to their

counterparts as well (Gerlach, 1994). It is a constructivist endeavor that results in authentic

learning experiences.
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Gokhale (1995) found that students who worked collaboratively performed better in

critical thinking and problem solving tasks. Gokhale also states that for collaborative learning to

be successful, teachers must act as facilitators instead of traditional disseminators of information.

Plough (2017) explains that the student in the blended learning classroom engages in interactive

learning. Students are expected to collaborate, engage in dialogue, and debate. Students who

would normally not participate nor feel comfortable sharing in a traditional classroom are given a

voice in the blended classroom. ​Blended learning promotes collaboration which improves critical

thinking and communication skill development.

Achievement

Because of collaborative and engaging interactions with teachers and peers, blended

learning has shown to positively affect student performance more than either traditional or digital

instruction on their own (Means et al., 2009). Alsalhi, Eltahir, and Al-Qatawneh (2019) found

that students who received blended instruction performed better on assessments than their peers

who only received traditional instruction. Improvement, as measured by higher test scores than

the control group, was also observed in students in blended classrooms by Kaur (2013). Kaur

also stated that blended learning had the ability to transform learning from passive to active.

Active learning is associated with increased learning and performance in STEM courses

(Freeman et al., 2014)​ and student participation in the highest of Bloom’s (1956) categories:

analysis, synthesis, and evaluation (Karamustafaoglu, 2009).

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While tests and assessments are commonly used indicators of achievement, they are not

the only methods to determine student growth. In Texas, Birdville Independent School District

(Birdville ISD) decided to monitor other measures of academic and nonacademic achievement,

such as increasing reading levels, improved perseverance, and student choice (Wilka, Clarke,&

Berenson, 2018). When ​student satisfaction with blended learning was measured, it was

concluded that students appreciated that content could be accessed anywhere and at any time and

that feedback was immediate (Sanhi, 2019). Students want to feel in control of their learning.

These findings were mirrored by Alsalhi, Eltahir, and Al-Qatawneh (2019) who found

that students who were taught science using a blended learning approach had positive attitudes

towards the course, in addition to the higher scores mentioned previously. ​Blended learning has

also been shown to increase students’ retention of scientific concepts and eliminate gender

achievement disparities in science (Suleiman, Salaudeen, & Falode, 2017). ​Providing different

means of content delivery in science courses may enhance student engagement and motivation

(Stockwell, Stockwell, Cennamo, & Jiang, 2015).

Summary

Blended learning affords students the opportunity to control access, pacing, and content

which result in a more relevant learning experience where the learning is managed by the

student. Implementing blended learning has the potential to enhance learning by giving access to

normally inaccessible resources and activities which can lead to increased interest and

engagement. Collaborating to gain knowledge and perspective and to solve problems is a skill
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that transcends the walls of the classroom. Blended learning is a practice that makes

collaboration possible. Increased collaboration and engagement lead to greater student

achievement no matter the type of achievement being measured. Blended learning is about

making the teacher more effective and allowing the student’s learning to be authentic,

meaningful, and transferable so that success is not limited to standardized tests but the ability to

fully participate as a member of society in which they live.

Contributions + Pros

The literature contains examples of numerous types of blended learning scenarios. All

subject areas, grade levels, and continents (Rifkin, 2012) are represented. The definition of what

blended learning, engagement, collaboration, and achievement are in the context of the learning

environment is broad. This leads to the increased likelihood that someone could find a study that

had similar goals to their own. With such an expansive collection of literature, it is easy to be

introduced to a new blended learning strategy or application.

Cons

As previously stated, there is no consensus on what engagement and achievement mean

in the field of education. There is only each person’s personal beliefs and focuses of research. It

is up to each individual researcher to decide what aspects of the learning process they will deem

as engagement, achievement, or each’s opposite. This lack of agreement on definition or

importance of each of the various components of learning results in confusion about what should

be expected to improve, stay the same, or worsen with blended learning implementation.
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Due to the resistance of K-12 schools fully funding and embracing meaningful

technology-integration, there is more literature focused on higher education rather than primary

and secondary schools. The bulk of the research in all levels of education has been focused

primarily in STEM courses with very little attention on important skills such as literacy and

language art skills that are required in all disciplines.

Missing Component -> Research Focus

This study will gather both quantitative and qualitative data because my view of what

constitutes engagement or achievement might not match those of the researchers before me or

that of my students. The perceptions of students are important to my study because they are the

most important stakeholders, and their view of learning influences their approach to learning. It

is my prediction that students who have a positive view and outlook on a new way to learn will

perceive themselves as being more engaged and successful.

Extra attention will be given to the selection of traits and behaviors that will serve as

indicators of engagement, collaboration, and achievement. The study will strive to be free from

biases that disregard how the measured variables might appear in different populations of

students involved in the study.

The current pandemic has required that education embrace digital learning either in a

hybrid/blended model or with complete remote learning. I am interested to see how the

perceptions of each aspect of blended learning change within the coming months and years with
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in-person interactions becoming fewer each day. Will education be forced into innovation due to

necessity?
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References

Alsalhi, N. R., Eltahir, M. E., & Al-Qatawneh, S. S. (2019). The effect of blended learning on

the achievement of ninth grade students in science and their attitudes towards its use.

Heliyon​, 5(9). doi:10.1016/j.heliyon.2019.e02424

Bloom, B. S. (1956). Taxonomy of educational objectives. Vol. 1: Cognitive domain. New York:

McKay, 20, 24.

Consortium for School Networking. (2019). Driving K–12 Innovation / 2019 Tech Enablers.

Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., &

Wenderoth, M. P. (2014). Active learning increases student performance in science,

engineering, and mathematics. Proceedings of the National Academy of Sciences,

111(23), 8410-8415.

Gerlach, J.M. (1994), Is this collaboration?. New Directions for Teaching and Learning, 1994:

5-14. doi:10.1002/tl.37219945903

Gokhale, A. A. (1995). Collaborative learning enhances critical thinking.

Horn, M. B., Staker, H., & Christensen, C. M. (2017). ​Blended: Using disruptive innovation to

improve schools.​ Jossey-Bass.

Karamustafaoglu, O. (2009). Active learning strategies in physics teaching. Online Submission,

1(1), 27-50.

Kaur, M. (2013). Blended learning - Its challenges and future. Procedia - Social and Behavioral

Sciences, 93, 612-617. doi:10.1016/j.sbspro.2013.09.248

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Kenney, J., & Newcombe, E. (2011). Adopting a blended learning approach: Challenges

encountered and lessons learned in an action research study. Journal of Asynchronous

Learning Networks, 15(1), 45-57.

Lyle, S. (2008). Dialogic teaching: Discussing theoretical contexts and reviewing evidence from

classroom practice. Language and education, 22(3), 222-240.

Means, B., Toyama, Y., Murphy, R., Bakia, M., & Jones, K. (2009). Evaluation of

evidence-based practices in online learning: A meta-analysis and review of online

learning studies.

P21 Partnership for 21st Century Learning. (2016). Framework for 21st century learning.

Parsons, J., & Taylor, L. (2011). Improving student engagement. Current issues in education,

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Sahni, Jolly. (2019). Does Blended Learning Enhance Student Engagement? Evidence from

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collaborative learning settings in Minna, Nigeria. ​Bulgarian Journal of Science and

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Vygotsky, L. S. (1978). Mind in Society: the Development of Higher Psychological Processes.

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