How Blended Teaching Can Enable True Blended Learning

Covid and increased investment in digital education

The unforeseen move to remote learning during the pandemic has brought educational technology into the limelight. In a recent survey conducted by Ofsted involving 969 teachers, 84% reported that investment in digital education has been prioritised at their school since the first COVID lockdown.

This compared with 24% who reported that this was a priority before the pandemic.ⁱ In the main, remote learning has meant a combination of self-study online (asynchronous learning) and live online lessons with the teacher (synchronous learning). However, it is worth reminding ourselves that this type of ‘Blended Learning’, the union of face-to-face instruction with independent technology-based study is not new.

Its potential to enrich the educational experience has been discussed since the early 2000s, if not earlier. Furthermore, although the literature on Blended Learning does not always point to higher student attainment, it has been consistently linked to increased learner motivation, engagement, and involvement. ⁱⁱ

Has it got legs to run and run?

How effective was Blended Learning during the pandemic? We may get closer to an answer as more data around remote learning is analysed, but the current picture is a murky one. For example, although the majority of the teachers (65%) in the Ofsted survey were confident that their remote teaching methods were effective, 40% of the parents identified lack of learner focus and motivation as a ‘main challenge’ of remote learning.

In contrast, a survey in Finland involving tens of thousands of students (aged 10-16), 60% reported that they enjoyed learning remotely and learnt the same amount or more compared to the learning that happens in school.ⁱⁱⁱ Given these mixed findings will teachers continue to teach with a blended approach after the pandemic? Reasons to continue this practice include:

· Bridging the gap: There is growing evidence that students have made less academic progress during the pandemic, compared with previous year groups.^iv Assessing and bridging this gap will be at the forefront of every school’s agenda as students return to school. Using a blended learning approach such as the ‘The Flipped Classroom’ method can free up some teacher time and make space for feedback, personalised scaffolding and assessment.^v

• Nurturing student independence: The experience of remote learning would have required a certain level of independence and ownership from students. If developing self-regulated learners is a key goal for education, then we must want to sustain this momentum. Sahlberg takes student ownership further and suggests that enabling student self-regulation allows schools to respond better to emerging inequalities within students.^vi Continuing with Blended Learning will ensure that there are planned and strategic opportunities for students to work independently, post the remote learning phase.
• Ensuring learning: We have a better understanding today of how learning happens. Elements such as direct instruction, scaffolding, retrieval, mastery, application, and assessment are all required for learning to happen. Some elements absolutely require a face-to-face teacher interaction. Some elements can be owned by students. Traditionally, teachers take on full responsibility for the entire learning process and it is therefore inevitable that some of these elements are neglected. A Blended Learning approach can help us split this responsibility.
• Building Teacher Credibility: Students’ perception of their teacher’s subject knowledge, understanding and competence to offer feedback and support helps them regard their teacher as a credibly authority and one whose tasks they are willing to invest in. Teacher credibility has a high effect size on student outcomes.^vii A Blended Learning approach will mean that teachers are using their time to focus on modelling, providing feedback and scaffolding rather than ‘playing an instructional’ video in their lesson. This will give them an opportunity to really showcase their credibility.
• Higher Education: In a recent survey conducted by the sector technology agency Jisc, 73% of senior leaders at universities reported that by 2030 a quarter of the teaching will be done online.^viii Only 3% thought that university teaching will be conducted via face-to-face sessions only. If institutions of higher education are moving positively towards Blended Learning, then surely, we need to provide this opportunity in schools.

It is for these reasons that we have chosen to reflect on Blended Learning. A particular focus for this How to… is the question ‘How can Blended Teaching enable true Blended Learning’. In the following two sections we argue that this can only be done if we view Blended Learning through the ‘subject-specific lens’. We offer five Blended Teaching models for you to reflect on and consider applying to your own settings and practice.

Professional Reflection Task: With a particular focus on a subject/year group you teach, reflect on the following questions:

• a) Has Remote Learning worked for your subject? How do you know?
• b) Will you and your department continue with a Blended Learning approach as the pandemic comes to an end? Why? Why not?
• c) What are the challenges for your subject if you are to use a Blended Learning approach?

Blended Teaching- Decisions to be made

Much of the research and talk around Blended Learning focuses on the technologies themselves. In this How to…. we want to take a more pedagogical standpoint. We start by making a distinction between Blended Teaching and Blended Learning (fig.1). In particular, we question what ‘true Blended Learning’ would look like. At the core, Blended Learning (from a learner’s perspective) is about learning from a combination of face-to face session and independent study.

Therefore, it’s important that a student understands how the independent study links with the face-to-face sessions. Is the independent study prep-work, an extension or does it stand in isolation from the face-to-face sessions? Understanding the link between the two components is key if students are going to take ownership of their learning. We term this level of understanding and ownership as ‘true’ Blended Learning (fig.1). But, what does this kind of transparency take from a teacher’s perspective?

The teacher perspective (Blended Teaching) in fig.1 represents common questions teachers have when planning for Blended Learning. We think this perspective is missing two crucial and pedagogical core questions: ‘What should I teach in face-to face session and Why?’ and ‘What should my students take ownership of and Why?’ If teachers themselves have clarity on these two questions, they are more likely to share the rationale (the Why) with the students with success. Figure 2 illustrates these questions as pedagogical decisions teachers need to make for each unit they teach as a blend.

Exploring Blending Teaching further, each unit/module in a blended curriculum will have a unique blend of two components: aspects which are ‘kept back’ for face-to-face lessons and aspects which are ‘flipped’ online for students to take ownership of. The goal is for students to take complete ownership of the ‘flipped’ components so that teachers don’t have to, and therefore teacher-time is used more effectively. Once teachers have planned the blend for a unit (preferably in a visible format), they will be in a more secure position to share the unit journey and blend rationale with the students.

Professional Reflection Task: Imagine a hypothetical unit of learning on the impact of the current pandemic. Which of these unit components can be ‘flipped’ online for students to take complete ownership of and therefore do not need ‘air-time’ during face-to-face lessons? How did you decide? Will all teachers select the same components to ‘flip’?

• Complete a pre-test on the Corona Virus.
• Reflect on how the pandemic has affected me.
• Watch a video on ‘how to avoid an infection’.
• Learn how the virus infects human cells and causes disease.
• Make a leaflet on how the virus works to cause disease.
• Obtain feedback on the scientific accuracy of the leaflet.
• Obtain feedback on the overall impact of the leaflet.
• Discuss the question ‘Will life every be normal again?’

What do teachers need to consider when making the two decisions shown in fig.2? We explore this briefly below:

Decision 1: Which topics to ‘Flip’

Every unit of learning in a teaching scheme will comprise of a number of different topics (pieces of knowledge). As teachers we will know which topics (if any) can be ‘flipped’ for the students to explore independently and topics which simply should not be ‘flipped’. Research on concept formation shows that gaining a secure understanding of ‘fundamental’ (also known as threshold) concepts is a key moment for a learner (Meyer et al, 2008).

Secure understanding of these concepts can open doors to higher-level thinking within a subject. Some examples of fundamental concepts include ratio (Maths), sustainability (Geography), elements (Chemistry) and grammar (language learning). It is logical then, for teachers not to completely ‘flip’ topics which are linked to fundamental concepts.

Professional Reflection Task: Focusing on a particular subject you teach, reflect on these questions:

What are some fundamental (threshold) concepts within the subject? Are all teachers aware of these concepts? Why are they so fundamental? Would you flip these concepts online or save then for ‘face-to-face’ lessons? Why?

Decision 2: Which elements of the learning process to ‘Flip’

Kirschner and Hendrick recently reviewed the neuroscience and psychological (behavioural and cognitive) research on ‘How Learning Happens’.^ix Based on their comprehensive review we have summarised the key elements of the learning process in figure 3. It is crucial that these learning elements make an appearance in a learning journey whether it is a Blended one or a traditional one. Therefore, when planning the unique blend for a unit of learning, teachers need to decide which of these elements they can ‘flip’ and which ones to keep for ‘face-to-face’ lessons.

When making the decision to ‘flip’ an element of the learning process, teachers will need to consider the level of ‘cognitive load’^x the students will experience and whether the students have the fundamental knowledge and skills to take ownership successfully. If the cognitive load is too high and key knowledge and understanding is not part of the learner’s long-term memory, the learner is not likely to succeed.

This has consequences for a learner’s self-efficacy and their trust in the Blended Learning approach. If students fail at the aspects we (as teachers) ‘flip’, we will just need to spend time in face-to face sessions to correct this. The defeats the purpose of Blended Learning. It is therefore in our interests as teachers to ‘flip’ the elements which we know our students will succeed in. However, such caution can sometimes mean that we don’t flip enough.

Let’s not forget that the power of high expectations and that some cognitive load (termed as germane cognitive load) is needed to make space for the new learning in the long-term memory. Remember, teacher explanations, advice and scaffolding can be recorded and ‘flipped’ online for students to explore independently.

Professional Reflection Task: Focusing on a unit you are currently teaching, reflect on the following:

• From the list of 12 learning elements in figure 3, which ones could you ‘flip’ for your students? Why?
• Which elements would you not ‘flip’, why?
• How would you know students have succeeded in the elements you have ‘flipped’ for them?

Reflecting on the key pedagogical decisions a teacher needs to make in planning for Blended Learning, we argue strongly that these are subject specific decisions. They cannot be made unless we wear our subject-specific ’lens’. The exact blends we use will be specific to a subject and to a particular unit. This is in line with recent research carried out by the Education Endowment Fund.^xi

Furthermore, there is considerable evidence that self-regulation is domain-specific. For example, a student might be highly motivated and skilled enough to self-regulate in Maths but not in French, or vice versa.^xii Therefore, when making decisions on the implementation of Blended Learning, it is the Subject Heads in each school who need to have the ownership over these decisions.

Blended Teaching Models

In this section of the ‘How to….’ We offer five models of Blended Teaching. We don’t not see this as a definitive list. After looking at these models you may conceptualise a model for your subject and for the unit you are teaching currently. We accept that these models are highly simplistic and in reality, units may require a combination of these models to be delivered effectively.

Each model ends with an open workshop where students are working on independent tasks in a ‘face to face’ session and the teacher is available for feedback and support. The 5 models have been summarised in figure and each one is explored in depth in the series of diagrams below.

For some topics, students will harbour pre-existing misconceptions (e.g. when sugar dissolves, it disappears!). Correcting of misconceptions is not automatic or easy. Misconceptions need to be brought to the surface, expressed and then through a combination of direct instruction, inquiry and explicit discussions, the student may accept the alternative explanation. In Science, these misconceptions are well known and published.^xiii In any case, experienced teachers will be aware of common misconceptions. Misconceptions are at the core of this model. Topics which are ridden with misconceptions are saved for ‘face to face’ lessons. Other topics are ‘flipped’ for students to work through.

This model is inspired by Bloom Taxonomy. For each concept, students take ownership of low-level processing of knowledge (State, describe, label, explain). Resources and tasks for this level of processing are made available online. Face-to-face teacher sessions are reserved for higher-level processing of each topic (application, problem-solving, evaluation, justification). Indeed, not all topics can be split so simply using Bloom’s Taxonomy. The main goal here for students to focus on the ‘what’ and teachers to focus on the ‘how’, ‘why’ and beyond.

In this model the ‘practise’ element of skill development is ‘flipped’ while modelling, showcasing, and receiving feedback are the foci of face-to- face sessions.

This model is suitable for practical subjects such as Design Technology. Here, exposure and modelling of skills is ‘flipped’. Students can learn about new techniques through videos. Face-to-face sessions, which are most probably in lab where students can develop these skills by trying what they saw online. Feedback will also be the focus of these sessions.

According to Goal Theory, learners are motivated to work towards a goal either because they want to perform well or because they want to master a skill (Pintrich, 2000). This model is based on ‘flipping’ the motivational ‘mastery’ element. Students independently work online to master this skill as many times they need to reach a certain proficiency. Simultaneously the teacher focuses on the other components of the unit in face-to-face sessions.

Professional Reflection Task: Take an existing unit of learning in your teaching scheme and reflect on these questions

• Which aspects of this unit can you ‘flip’? Why?
• Are there any common misconceptions linked to this unit?
• Which Blended Teaching model (if any) can be used to deliver this model?
• Do you need to combine two models to deliver this unit? Why?
• Would other teachers in your department agree with your reflections? If not, why not?

In pursuit of true Blended Learning

In this ‘How To…” we have explored why Blended Learning is worth investing in and how we (as teachers) can enable ‘true’ Blended Learning. If a school decides to implement ‘true’ Blended Learning, there are several consequences to consider:

• Existing Schemes of Work (Teaching Schemes) will need to be deconstructed to put together new Blended Teaching Schemes. Teachers will need to work together to put this in place and they will need time to do so.
• Pedagogical decisions around Blended Learning need to be taken by Subject Heads in collaboration with their teams. Each subject will have their own solution which they need to rationalise. Therefore, schools cannot make generic school-wide decisions on how to implement Blended Learning.
• All teachers using the Blended Teaching Schemes will need to understand the rationale behind the blends so that they can share this rationale with the students.
• Departments will need to continually develop and monitor the Self-Regulated Learning skills of their students.

Implementing Blended Learning will be a journey and require serious dismantling of current teaching schemes. However, this journey is linked to two long-term gains: Firstly, the development of self-regulated, life-long learners; secondly, the development of learner-driven teaching practice. As such, we see this as a pedagogical journey worth investing in.

Professional Task: How initiate Blended Learning in your department in 6 steps:

1. Reflect on whether your department should continue with a Blended Learning approach, beyond the pandemic. Brainstorm with your department.
2. Reflect on the Self-Regulated Learning skills of your students. The Education Endowment Foundation’ offer an audit tool (‘Independent Behaviours’) which can help with this.
3. Decide on the extent to which you want to implement Blending Learning (how many units, which year groups?)
4. Start with one unit of learning in your curriculum. Decide which aspects can be ‘flipped’ and which need to be saved for ‘face-to-face’ lessons.
5. Develop a Blended Unit Plan (see example in fig.5) which lays out teacher and student responsibilities.
6. Share the Blended Unit Plan with students and deliver the unit.

Key Messages from this How to… :

• It is worth continuing the Blended Learning approach as it will sustain the ‘independent learning’ momentum remote learning has generated. It will also result in better use of teacher time.
• Blended Teaching is about what the teacher plans and does. Blended Learning is about what the learners experience.
• In a blended curriculum, each unit should have two clear components: Those that are saved for ‘face-to-face’ lessons with the teacher and those which are ‘flipped’ online for students to take ownership of.
• True Blended Learning is about students having full ownership of the ‘flipped’ components and understanding the rationale for the ‘flipping’.
• To develop the blend for each unit, teachers need to make pedagogical decisions about what to ‘flip’.
• Having a clear rationale for the blend will make it easier for teachers to share the rationale and unit journey with the students.
• Exact blends are specific to the subject and the content of a unit.

Dr. Pritpal Chandan is Director of Curriculum Development, Kunskapsskolan Education (UK)

References

• Ofsted (2021) Remote Education Research (n.d) Retrieved 23 March 2021 from https://www.gov.uk/government/publications/remote-education-research/remote-education-research
• Kintu, M. J., Zhu, C., & Kagambe, E. (2017). Blended learning effectiveness: The relationship between student characteristics, design features and outcomes. International Journal of Educational Technology in Higher Education, 14(1), 7.
• Sahlberg, P. (2021). Does the pandemic help us make education more equitable? Educational Research for Policy and Practice, 20(1), 11–18.
• EEF (2021) Best evidence on supporting students to learn remotely (n.d.) Retrieved 23 March 2021, from https://educationendowmentfoundation.org.uk/covid-19-resources/best-evidence-on-supporting-students-to-learn-remotely
• Bergemann and Sams (2014). Flipped Learning: Gateway to Student Engagement (Illustrated edition). Int Soc for Tech in Education.
• Sahlberg, P. (2021). Does the pandemic help us make education more equitable? Educational Research for Policy and Practice, 20(1), 11–18.
• Hattie (2021) Visible Learning. https://www.visiblelearning.com/content/visible-learning-research
• Times Higher Education (THE) (2020) Blended learning here to stay, say UK sector leaders. (n.d)
• Kirschner, P., & Hendrick, C. (2020). How Learning Happens: Seminal Works in Educational Psychology and What They Mean in Practice (1st edition). Routledge. x Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science, 12, 257–285.
• EEF (2021) Best evidence on supporting students to learn remotely (n.d.) Retrieved 23 March 2021, from https://educationendowmentfoundation.org.uk/covid-19-resources/best-evidence-on-supporting-students-to-learn-remotely
• Neber, H., & Schommer-Aikins, M. (2002). Self-regulated Science Learning with Highly Gifted Students: The role of cognitive, motivational, epistemological, and environmental variables. High Ability Studies, 13(1), 59–74.
• Driver, R. (2014). Making Sense of Secondary Science: Research into children’s ideas (2nd edition). Routledge.EEF (2021a) Best evidence on impact of Covid-19 on pupil attainment. (n.d.). Retrieved 13 March 2021, from https://educationendowmentfoundation.org.uk/covid-19-resources/best-evidence-on-impact-of-school-closures-on-the-attainment-gap