Continuous research and study has been done on the effects and benefits of utilizing Blended Learning within the classroom! It has been exciting to read, research, and deepen my understanding of this topic. I hope to one day publish studies of my own findings in the future of my career in technology education.
Here are a few additional “peer review” sources I have recently enjoyed and will be adding to my Literature Review research. Included annotations help explain each study. Hopefully continued reading can help me further analyze this topic, remain curious, and ignite ideas for further research and future understanding.
Visual data-enriched design technology for blended learning - By: Laia Albó Pérez
Albó, L., & Hernández-Leo, D. (2019). Conceptualising a visual representation model for MOOC-based blended learning designs. Australasian Journal of Educational Technology, 1–26. https://doi.org/10.14742/ajet.5178
This source is written in English, Spanish, & Italian! What a great way to spread research knowledge.
This doctoral thesis focuses on a gap identified in the literature by investigating how visual representations, authoring support, and data analytics can aid teachers in designing for learning in complex scenarios that blend the use of different spaces for learning and different types of technological tools and resources, e.g. Massive Open Online Courses. The contributions lie in the research domain of Learning Technologies, and more specifically in the domains of Learning Design, Authoring Tools, Data Analytics, and Blended Learning. In particular, the thesis presents and discusses design principles, challenges, and implications for designing complex blended pedagogies, a visual analogy, and theoretical representation of these complex scenarios. Moreover, it advances the design and development of edCrumble, a data-enriched visual learning design authoring tool for educators. The thesis follows a design-based research approach involving co-creation processes. In doing so, the thesis also contributes with a co-creation case study that brings to light lessons learnt and challenges encountered during its implementation.
Technology-Rich Instruction, Blended Learning & Personalized Learning - By: Ashley Ireland Dann
Ashley Ireland Dann. (2017). Teacher focused tech: technology rich instruction, blended learning, & personalized learning. iDEAL Institute, Loyola Marymount University.
The education landscape is flush with words like technology-rich, blended learning, and personalized learning. Educators, universities, ed-tech companies, and stakeholders alike wear these words like proverbial badges as they describe (or hawk) what they believe are the structures and methods necessary to meet the needs of 21st century learners. But what do these words really mean? Do the definitions differ drastically, and are the differences truly important or just pedantic exercises? The following will work to authentically define technology-rich, blended learning, and personalized learning within the context of teaching.
Blended Learning and Data Use in Three Technology-Infused Charter Schools - By: Ellen B. Mandinach and Ryan C. Miskell
Mandinach, E. B., & Miskell, R. C. (2018). Blended learning and data use in three technology-infused charter schools. LEARNing Landscapes, 11(1), 183–198. https://doi.org/10.36510/learnland.v11i1.931
This study examined how the affordances of technologies in the blended learning affected teaching and learning activities. The study used mixed methods to examine whether the blended learning environments provided enhanced access to and more diverse data for teachers and students from which to make educational decisions. The study found that the technologies provided more diverse data to administrators, teachers, and students and allowed for flexible adaptations to virtual and face-to-face learning to meet students’ needs. The blended environments helped to create data cultures within the schools where educators used data to communicate and have an impact on instructional activities.
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