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					        Blended Learning
Applications in K-12 Social Studies Instruction

               Nicholas Glading
             nglading@yahoo.com
Introduction

• Internet and computers are increasingly
  more accessible for K-12 instruction

• Offers new opportunities for innovative
  and dynamic teaching strategies

• Perhaps the most promising of these
  strategies is blended learning
What is Blended Learning?

• A well-balanced blend of traditional face-
  to-face and online learning methods

• Requires a completely integrated solution

• Combines the strengths and eliminates
  the weaknesses of each method
Advantages of Blended Learning

• Osguthorpe & Graham (2003) identify
  six major advantages
     •   Pedagogical richness;
     •   Access to knowledge;
     •   Social interaction;
     •   Personal agency;
     •   Cost effectiveness; and
     •   Ease of revision
Delivery Strategies
• Shift in content delivery to online sources
     •   Drill and practice applications
     •   Games & simulations
     •   Graphical representations
     •   Online tutorials and modules

• Increased communication opportunities
     •   Discussion boards
     •   Bulletin boards
     •   Email
     •   Blogs & Wiki
Delivery Strategies

• Web-based student management program
  – Provides students and parents access to
    grades, attendance, homework, and teacher’s
    comments through the Internet


• Online databases for historical exploration
  – WebQuest (Dodge, 1995) is an inquiry-oriented
    activity that guides and directs explorations
Effects on Student Motivation

• Significant increases found in student
  enthusiasm for learning social studies when
  computer-based instruction was regularly
  integrated into instruction

• The use of online discourse tools found an
  increase in student participation from 15% to
  nearly 100%
Effects on Learning Outcomes
• “Overall student academic performance, as
  measured by GPA, increased by .15 with teacher
  mandated use of [the student information
  management program]” (Hampton et al, 2002)

• Most significant results seen in outcomes that
  traditionally are not measured, such as:
   – Data collection & interviewing skills
   – Computer literacy
   – Historical thinking & analytical skills
   – Historical comprehension
Barriers to Success

• Time and resource constraints
  – “A blended solution doesn’t occur when you
    just bolt on some e-learning modules to an
    instructor-led session” (Zenger & Uehlein,
    2001).


• Administrative pressure for high
  standardized test achievement
Conclusion
• Potential benefits of blended learning in
  K-12 Social Studies instruction are quite
  significant

• Research reveals large positive impacts
  on student motivation and learning
  outcomes

• Time and resource barriers impede
  successful widespread implementation
Directions for Further Research
• Additional empirical research should
  address the following questions:
  – What measurable impact does blended
    learning have on historical thinking,
    comprehension, and analytical skills?

  – What impact do these skills have on
    traditionally measured learning outcomes?

  – What significance does student motivation
    have in traditional learning outcomes?

				
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posted:5/17/2013
language:English
pages:11