Uses of Blended Learning and its Impact in a High School Social Studies Classroom

Abstract

As society becomes more technologically advanced, digital instructional strategies continue to emerge. Students are becoming more involved with technology, and schools must supply students with more tools to succeed in an increasingly technology-based world. This study examined the impact of technology-based strategies in a high school social studies classroom. It focused on blended learning pedagogy in addition to the flexibility of digital strategies and their impact on student achievement and perceptions. The sample comprised 88 students from three 9th grade geography courses. No differences in achievement were found, and there was no correlation between time spent on the digital modules and student learning. However, students reported positive perceptions regarding blended learning, including high confidence in their ability to access information and confidence in interactions regarding collaborations with peers and the teacher. They also most often believed that they were learning more in the blended learning environment and reported high enjoyment.

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“…However, most of the existing empirical studies have been conducted on one or some specific academic problems such as the application of BL in teacher education programs [28], nursing education [29,30], mathematics education [31], engineering education [32,33], foreign language teaching-learning via BL [34]. Very few studies have been conducted on the disciplines that fall under social science, such as sociology, political science, and social or cultural studies [35][36][37][38]. In addition, most often, people visualize BL or any hybrid model of education as the means of learning a foreign language or as a supplementary classroom instruction method [39,40,41].…”

“…These focal points have been sufficiently researched and interpreted throughout the current study from different points of view. There are many studies that focus on disciplines individually such as sociology and anthropology [87], economics [176], psychology [85], and so on [35,36,37,38]. However, these studies do not cover the wholesome case of a stream of education or a generalized understanding of applying BL in teaching social sciences.…”

“…However, the studied literature shows that some fields of social science exploited blended learning to be a more commonly used technique for running educational activities than other fields (majors) [35,36,37,38]. The fields that utilized the blended learning model more frequently are foreign language teaching and learning [39,40,47,48,71], education and research [26,53,177,178] anthropology [87], and information and communication technologies [58].…”

The Influence of the Blended Learning Model on Students Digital Learning : Meta-Analysis

“…Not only that, the blended learning model of students is more confident in learning and creative (Katasila &;Poonpon, 2022). Furthermore, the blended learning model allows students to access information quickly to increase student knowledge (Gault et al, 2022). Knowledge is all information that can be accessed through various sources ( Ferry et al, 2019).…”

Blended Learning in Higher Education: A Bibliometric Analysis

“…Blended learning is one of the fundamental innovative methods that emerged due to the increase in online learning experiences and the use of current technologies in classroom environments. It comes with varied definitions in the literature (Abass et al, 2021;Alammary et al, 2014;Dankers et al, 2022;Faridah et al, 2022;Gault & Cuevas, 2022;Hrastinski, 2019;Osguthorpe & Graham, 2003). One of the most common definitions was made by Graham (2006): "Blended learning systems combine face-to-face instruction with computer-mediated instruction" (p. 5).…”