According to Marzano (2004), the pedagogical approach of blended learning increases student engagement and achievement. Moreover, blended learning gives students the ability to take responsibility for and ownership of their learning. Student learning and engagement increase when students are dynamically involved in their learning and when learning materials are challenging and interesting (Dewey, 1938; Dror, 2010; Newmann, 1996; Vygotsky, 1978). Blended learning leads to better understanding and comprehension, supports individualized learning, and increases student success (Akgunduz & Akinoglu, 2017, as cited in Estill, 2019).

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A study conducted by Dahlstrom et al. (2015), discovered that students had a positive outlook regarding technology and preferred blended learning classroom experiences. Likewise, Wang et al. (2015) reported students’ positive responses to blended learning were due to an increase in accountability, metacognitive ability, empowerment, and engagement. Students also enjoyed the flexibility of time for completing activities and the personal attention they received from teachers during tutorials or small group rotations (Alijani et al., 2014, as cited in Estill, 2019). Watch the video to see how students thrive in a self-paced blended learning model:

A survey conducted by Wengreen et al. (2015, as cited in Estill, 2019) found that 80% of students recommended that courses be taught in a blended format. Data from the survey showed students who were enrolled in blended courses earned higher grades and reported higher levels of satisfaction when compared to those students exclusively taking on-campus or strictly online courses. Likewise, results from a study conducted by Estill (2019) reported positive teacher perceptions of blended learning using an LMS including "increased student engagement, higher rates of assignment completion, and less destructive student behaviors" (p. 181). Given the current state of distance learning at all levels of education, it is important for teachers to remember that blended learning includes human interaction. Therefore, educators should consistently create activities that encourage peer collaboration in online learning. 

References

Akgündüz, D., & Akınoğlu, O. (2017). The impact of blended learning and social media- supported learning on the academic success and motivation of the students in science education. Egitim Ve Bilim, 42(191). Retrieved from https://seu.idm.oclc.org/login?url=https://search-proquest-com.seu.idm.oclc.org/docview/1940828185?accountid=43912

Alijani, G. S., Kwun, O., & Yu, Y. (2014). Effectiveness of blended learning in KIPP New Orleans schools. Academy of Educational Leadership Journal, 18(2), 125-141. Retrieved from https://seu.idm.oclc.org/login?url=https://search-proquest- com.seu.idm.oclc.org/docview/1645850304?accountid=43912

Dahlstrom, E. D., Brooks, C. B., Grajek, S., & Reeves, J. (2015). ECAR study of undergraduate students and information technology. (Research Report) Retrieved from Educause Center for Analysis and Research website: https://library.educause.edu/resources/2015/8/~/media/24ddc1aa35a5490389baf28b6ddb3693.ashx

Dewey, J. (1938). Experience and education. New York: Free Press.

Estill, L. (2019). Teachers' perceptions of leadership support for the implementation of learning management systems in urban middle schools. Ann Arbor, MI: Proquest.

Dror, I. (2010). Technology enhanced learning: The good, the bad, and the ugly. Inside Learning Technologies and Skills, 79-84. Retrieved from http://www.cedma-europe.org

Newmann, F. (1996). Authentic achievement: Restructuring schools for intellectual quality. San Francisco: Jossey-Bass.

Vygotsky, L. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.

Wang, Y., Han, X., & Yang, J. (2015). Revisiting the blended learning literature: Using a complex adaptive systems framework. Journal of Educational Technology & Society, 18(2), 380-393. Retrieved from https://seu.idm.oclc.org/login?url=https://search- proquest-com.seu.idm.oclc.org/docview/1683511641?accountid=43912

Wengreen, H. J., Dimmick, M., & Israelsen, M. (2015). Evaluation of a blended design in a large general education nutrition course. NACTA Journal, 59(1), 70-74. Retrieved from https://seu.idm.oclc.org/login?url=https://search-proquest- com.seu.idm.oclc.org/docview/1660305021?accountid=43912