Emanant themes of blended learning in K-12 educational environments: Lessons from the Every Student Succeeds Act

Yang, Sohyun; Carter, Richard Allen; Zhang, Ling; Hunt, Tiffany L.

doi:10.1016/j.compedu.2020.104116

Cited by 27 publications

(18 citation statements)

References 20 publications

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“…Other advancements will involve currently nascent avenues such as artificial intelligence, augmented reality, biometrics, robots, and metaverse (Aggarwal et al, 2022). As such, myriad alterations are expected with respect to instructional formats and settings, student-teacher communications, and strategies for learning (Yang et al, 2021). Less distinction will be made between traditional schools and other home and community settings, and the classroom of tomorrow may represent more of a digital network than a physical space (Kearney, 2016).…”

Section: The Past: What Is Known?mentioning

confidence: 99%

School attendance and school absenteeism: A primer for the past, present, and theory of change for the future

et al. 2022

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School attendance and school absenteeism have been studied for over a century, leading to a rich and vast literature base. At the same time, powerful demographic, climate, social justice/equity, and technological/globalization forces are compelling disparate stakeholders worldwide to quickly adapt to rapidly changing conditions and to consider new visions of child education for the next century. These overarching forces are utilized within a theory of change approach to help develop such a vision of school attendance/absenteeism for this era. This approach adopts key long-range outcomes (readiness for adulthood for all students; synthesized systemic and analytic approaches to school attendance/absenteeism) derived from thematic outputs (reframing, social justice, and shared alliances) that are themselves derived from contemporary inputs (movement of educational agencies worldwide toward readiness for adulthood, technological advances, schools, and communities as one). As with theory of change approaches, the purpose of this discourse is not to provide a roadmap but rather a compass to develop multi-stakeholder partnerships that can leverage shared resources and expertise to achieve a final mutual goal.

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Section: The Past: What Is Known?mentioning

confidence: 99%

School attendance and school absenteeism: A primer for the past, present, and theory of change for the future

et al. 2022

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“…Blended learning is an effective learning approach for increasing knowledge and student satisfaction [4,15,16]. From a broader perspective, it can be understood as belonging to an era of educational technology in which students learn through a combination of increasingly diverse technologies, such as desktop computers, tablet computers, mobile phones, wireless technology, and the Internet, enabling teaching and learning in a face-to-face classroom and/or online outside the classroom [17][18][19]. This increase in the range of possible learning opportunities has been a catalyst for change in teaching and learning activities and patterns [18,20,21].…”

Section: Blended Learningmentioning

confidence: 99%

Blended Learning Activities in an e-Business Course

2021

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The objectives of this study were threefold: to understand students’ perceptions of activities in a blended learning environment; to determine their preferred learning activities in this context, paralleling the four stages of Kolb’s learning cycle; and to determine the effectiveness of the blended learning used, based on scores achieved in an e-business course supported by the BLearning assessment system, a custom-designed reflective assessment tool. A mixed-methods approach was used to identify the students’ preferred activities. Findings indicate that (1) blended learning can add interest and variety to improve the students’ learning experience, (2) students prefer blended learning activities that match the first three stages of Kolb’s learning cycle (concrete experience, reflective observation, and abstract conceptualisation), and (3) data collected from the e-business course exam results show that the blended learning process was effective. In aligning teaching activities to student preferences, the notion of “teaching patterns” is introduced as the teaching perspective on these activities. Findings further indicate that blended learning activities based on the first three stages of Kolb’s learning cycle may be more suitable for students who share similar learning preferences.

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“…In modern education, the essence of the concept of "educational environment" and its various aspects were studied by Aars and Christensen [9], Abed et al [10], Alahmadi [11], Al-Maroof et al [12], Andersson [13], Berrani et al [14], Bondarenko et al [15], Camacho et al [16], Chrysafiadi et al [17], Dotsenko [18], Fuentes-Moreno et al [19], Horbatiuk et al [20], Huh [21], Kerimbayev et al [22], Kyslova et al [23], Lechthaler et al [24], Lawless and Riel [25], Lee et al [26], Morze and Kucherovska [27], Mousavi et al [28], Orlando et al [29], Sahu et al [30], Shapovalov et al [31], Smogorzewska et al [32], Stratulat et al [33], Tleubay et al [34], Uchitel et al [35], Yang et al [36] and others. The educational environment is considered as a factor of education from the standpoint of understanding education as a special sphere of social life.…”

Section: Related Workmentioning

confidence: 99%

Improving the learning environment for future mathematics teachers with the use application of the dynamic mathematics system GeoGebra AR

Osypova¹,

Tatochenko²

2021

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Immersive technologies and, in particular, augmented reality (AR) are rapidly changing the sphere of education, especially in the field of science, technology, engineering, arts and mathematics. High- quality professional training of a future mathematics teacher who is able to meet the challenges that permeate all sides, the realities of the globalizing information society, presupposes reliance on a highly effective learning environment. The purpose of the research is to transform the traditional educational environment for training future mathematics teachers with the use of the GeoGebra AR dynamic mathematics system, the introduction of cloud technologies into the educational process. The educational potential of GeoGebra AR in the system of professional training of future mathematics teachers is analyzed in the paper. Effective and practical tools for teaching mathematics based on GeoGebra AR using interactive models and videos for mixed and distance learning of students are provided. The advantages of the GeoGebra AR dynamic mathematics system are highlighted. The use of new technologies for the creation of didactic innovative resources that improve the process of teaching and learning mathematics is presented on the example of an educational and methodological task, the purpose of which is to create didactic material on the topic “Sections of polyhedra”. While solving it, future teachers of mathematics should develop the following constituent elements: video materials; test tasks for self-control; dynamic models of sections of polyhedra; video instructions for constructing sections of polyhedra and for solving basic problems in the GeoGebra AR system. The article highlights the main characteristics of the proposed educational environment for training future mathematics teachers using the GeoGebra AR dynamic mathematics system: interdisciplinarity, polyprofessionalism, dynamism, multicomponent.

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Emanant themes of blended learning in K-12 educational environments: Lessons from the Every Student Succeeds Act

Cited by 27 publications

References 20 publications

School attendance and school absenteeism: A primer for the past, present, and theory of change for the future

School attendance and school absenteeism: A primer for the past, present, and theory of change for the future

Blended Learning Activities in an e-Business Course

Improving the learning environment for future mathematics teachers with the use application of the dynamic mathematics system GeoGebra AR

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