In this four-part series, I’ll define
blended learning, discuss
the models of blended learning, the implications for career and
technical education, and how the Curriculum, Assessment, and Digital Delivery
(CADD) areas of the Oklahoma Department of Career and Technology Education can
assist in the implementation of blended learning.
Here are several ways that blended learning can have a
profound effect upon career and technology education:
Personalized
instruction – Blended learning allows for a more personalized and
interactive learning experience by putting the student in charge of their own
learning. Taking the best of traditional
education and blending it with the power of online learning will provide the teacher
an opportunity to review data, in the moment, determine where the student is at
and to form instruction for the next period or the next day.
Increased
monitoring – The use of a student information, assessment, and gradebook systems
that link to the LMS provides instant feedback on assignments and
assessments. This allows the instructor
to spend time reviewing student data, adjust instruction, and provide
additional classroom or individual instruction.
Open entry/Open exit
– Blended learning fits nicely with competency-based learning and the
concept of open entry/open exit.
Personalized instruction and increased monitoring will allow the
instructor to more accurately determine when tasks and competencies are
achieved.
Increased
enrollments – Depending on the blended learning model and the CTE program
being offered, enrollments could potentially be increased.
Increased
performance gains – “The
Rise of K–12 Blended Learning - Profiles of emerging models” by Heather
Staker profiles 40 educational entities. Not every school reported gains and
some thought it was too early to verify results, but many posted positive gains
when compared to the traditional classrooms within the same district. For example:
“School of One - Students in summer 2009 acquired new math skills at a
rate estimated to be
seven times faster than peers. Students in spring 2010 showed gains
that, when
annualized, would equate to 1/2 to 2/3 of an additional year of gain.
Students in
spring 2010 showed significant gains across all academic quartiles.”
Other potential benefits from this study include
increased retention rates, an increase in teacher/parent contacts, increased course
completion rates, a strengthening of curriculum offerings, and lower
instructional costs.
As you can see, blended learning can have the potential
to benefit the student, the instructor, and the parents in a careertech
setting. Again, I’m not aware of any research
that helps decide if one model works better with any certain occupational area
(if you know of any research in this area, PLEASE SHARE!!).