Through reviewing current trends, I have tried to obtain relevant information to support my Blended-Homeschooling Project. Some essential things highlighted from these trends. This evaluation will guide to future implementation of Blended Learning.
Homeschool is a progressive movement in the USA today. “The National Catholic Register reports that recent data from the U.S. Department of Education shows explosive growth in homeschooling among American families “(Skinner, 2015). “ Blended Learning also has the potential to transform America’s education system by serving as the backbone that offers more personalized learning approaches for all students “(Horn, 2011).
Blended Learning provides variety of ways to meet different needs and learning styles. It ensures flexible time for students that make accomplishing their goals. (Boubnik & Marcus, 2006). Blended Learning allows students to progress at their own pace until they have mastered the topic (Lock, 2006).
According to the Horizon 2016 report there will be rising amount of online and blended learning offerings that complement traditional classroom activities. As the report notes, this can take many different forms, from virtual laboratories to flipped classrooms
Blended Learning provides freedom for reflection, question, and explanation for students (Chamberlin & Moon, 2005). It empowers students to take an active part in their own learning (Horizon, 2016). Teachers are using smartphones, laptops, and tablets to engage and enliven their classrooms. However, faculty and students need support and training to improve digital literacy (Horizon 2016). Both students and teachers can be more technology literate with Blended Learning since this model corporates with technology. When educators have the skills to use technology, learning can be more accurate and effective. Technology usage is rising everyday technological innovations have moderate impact on students (Ecar, 2015).
Blended Learning maintains deep learning by promoting continuous learning approach. Pedagogies foster deep learning instead of surface learning strategies. Deeper learning approaches favor hands-on and student-centered experiences, giving students more freedom to be creative without rigid guidelines (Horizon, 2016).
Some studies suggest that higher education instructors have a high level of satisfaction with blended courses due to largely increased flexibility and enhanced interactions in Web-enhanced environments (Lingard, 2004). “It is not only about “including” digital media and advanced apparatuses to the teaching environment; it is about creating a more engaging atmosphere to students” (Dam, 2012).
Us National Institute of Health research also examined the impact of a blended learning approach to student learning in a graduate-level public health course. Exam scores and course point total data from a baseline, “traditional” approach was compared to utilizing a blended learning approach .There was a statistically significant increase in student performance under the blended learning approach, even after accounting for previous academic performance. Moreover, student evaluations of the blended approach were very positive and the majority of students (83%) preferred the blended learning approach. (Hartman, Dziuban & Moskal, 2004)
Design is essential and has a major effect (Meeker, 2015). Teachers or learning coaches should design their learning space according to their class. Course goals and objectives should guide the design of the course rather than technology (Aycock, Garnham, & Kaleta, 2002).
Even though students are using technology extensively in their classrooms, it is obvious that these technological tools not used potentially for academic purpose (Ecar, 2015).
Blended-Learning looks promising for our future education system. It can result in more motivation, engagement, and success, when properly implemented .That’s why teachers and learning coaches need to take an active position to embrace Blended-Learning .They should thoroughly examine the Blended Learning to understand how this model used to different teaching environment.
Dahlstrom, E(August,2015).The ECAR Study of Undergraduate Students and Information.Technology.April20,2016.https://library.educause.edu/~/media/files/library/2015/8/ers1510ss.pdf?la=en April 20, 2016. http://cdn.nmc.org/media/2016-nmc-horizon-report-he-EN.pdf
Meeker, M (May, 2015). Internet Trends 2015 Code Confere nce. Retrieved April 20, 2016 .http://www.kpcb.com/internet-trends
The New Media Consortium. (n.d).The NMC Horizon Report K-12 Edition. Retrieved April 20, 2016. http://cdn.nmc.org/media/2016-nmc-horizon-report-he-EN.pdf
Van ,D.(2012,April). Association for talent development. Designing Learning for a 21st Century Workforce. Retrived April 20, 2016.https://www.td.org/Publications/Magazines/TD/TD-Archive/2012/04/Designing-Learning-for-a-21St-Century-Workforce