This is the seventh session that I am blogging from the Association for Educational Technology and Communications 2016 annual convention.
CLT: Blended Learning in the Secondary Classroom
- In Event: Roundtables Wed2
In Roundtable Session: CLT – Roundtables Wed2
Wed, Oct 19, 2:15 to 3:15pm, Conf Ctr, Ballroom C
Blended Learning is a staple in the college environment. Students work at their own time and pace in a digital environment which leads to more time for discussion and explanation when students meet the instructor face to face. The question is would blended learning work in a secondary setting and what would the students benefit from a hybrid model of instruction? Which leads into the tangent discussion, how to prepare teachers and students to function in this type of learning environment
- Brouke Reynolds, North Little Rock School District
First, this was a roundtable – so there wasn’t a formal presentation. In chatting with the presenter, this blended learning program was focused on a single health class, which was a required courses within their system. The course was structured in such a way that the students met once a week, during the school’s zero hour (i.e., before the formal school day). The rest of the content was online using Google Classroom. The face-to-face sessions often focus on the hands on stuff (e.g., CPR). The course was actually taught by one of the football coaches, and the presenter was the technology liaison within the school or the district (and also a doctoral student at the University of Memphis).
The study that she did with these students was a survey study based on the 15 students in grade 11 and 12 that were a part of the pilot project. The research questions included:
- What types of potential barriers may occur as schools embark on a blended learning quest?
- How does blended learning benefit students and how do students feel about participating in the new innovation type of learning?
The students main reasons for taking the class was to free up space in their regular schedule (as the course was offered outside of the traditional schedule). The biggest challenge that students had was remembering to complete their work by the weekly due date (with three students who struggled a great deal – but mainly because they failed to attend the weekly face-to-face sessions). All 15 students indicated that they would take this class in this format again, were happy that they chose this class, and would consider other classes in this format.