Title and Description:

Embedded Blended Learning Within an Algebra Classroom: A Multimedia Capture

Experiment by Jeffrey Smith and S. Suzuki investigates the effect of blended learning in an
Algebra II classroom at a public high school in the United States. This quasi-experimental design
study broke the students into two groups where instruction was delivered to one group in a
traditional setting. The classroom instruction from the same teacher was captured and edited by
screen-capture instructional technology (SCIT) and then redelivered to the other group in a
blended learning classroom through the use of tablet computers and earphones. The classroom
procedures and instructions for both groups of students was the same on a day to day basis
throughout the four-week study. The researchers believed that the majority of students would
show a preference and an increase in performance for the blended learning model.

Review of Literature:
This study does an in depth review of recent research into the increase in online
instruction for use in the classroom and how blended learning fits into this trend. The distinction
between a 100% online course and a blended learning environment are also defined. The article
then seeks to define SCIT and the evolution of these tools to help teachers facilitate the delivery
of their own content for online use. This ability to enhance the captured instruction with media
editing applications allows teachers to provide students with streamlined instruction to
accentuate their cognitive processing of the material (De Koning, Tabbers, Rikers, & Paas,
2007). There is even a review of Mayers cognitive load theory (2009) and how blended learning
allows students to control the flow of information which then helps understanding (Mayer, Dow,
& Mayer, 2003, p. 810).

Analysis of Methodology:
A group of 56 students in grades 9-12 were divided into two subgroups and delivered
identical instruction from the same teacher. One group received live lectures while the other
group viewed embedded multimedia created from SCIT. Students were given a pre-test prior to
the unit of study as well as a post-test at the end of the unit. Students also took a survey using the
Likert scale to determine their understanding of the material and the test group answered
additional survey questions concerning their satisfaction with the learning experience. An
analysis of covariance (ANCOVA) was performed on the pre- and post-test scores to determine
differences in post-test scores between the two groups. Survey responses were tabulated and
examined using t-tests and open ended survey questions were examined using an effects matrix.
Summary of Results:
Students in the blended learning class pointed to their ability to control the pace of
information as a positive to their experience. In addition, these students appreciated the teacher
being freed up to answer individualized questions while being able to stay focused on the lesson
due to decreased distractions while viewing the lessons. Finally, all students reported the
usefulness of being able to access the multimedia lessons from home as well as at school. In
terms of performance, there was very little statistical difference in pre-test scores, however, the
test group in the blended learning classroom showed a statistically relevant increase in
performance on the post-test scores for the unit of study.
Opinion and Takeaway:
Even though the sample size of this study was small, I believe the results are indicative in
a shift in learning preferences of todays student population. Many students already use videos to

learn skills or to investigate phenomena on a day to day basis. To improve this study, a longer
examination period should be used and additional subject areas in mathematics should be
included. Personally, if I felt like my blended learning students were being more successful, I
would have a difficult time continuing to deliver content in the traditional method to a different
group. For this particular study, very little description of the multimedia enhancements beyond
the teachers worked examples and voice overlay. Future studies could also focus on the
effectiveness of adding additional media to the video and voice content or providing students
with additional links for diving deeper into the content being presented.
After reading through this study, I feel more strongly than ever about transitioning my
classroom to the blended learning environment described in this study. I would still be delivering
the content but my students would be able to control the pace of the lesson to coincide with their
own understanding. I would be in an advisory position to answer questions as they occurred on
an individual basis and would have the opportunity to expand the multimedia lessons with
additional content when applicable. My only concern would be how to make sure students are
staying on task with their tablet devices. It is possible that students could be required to answer
questions at the end of the lesson to not only demonstrate understanding of the lesson, but also as
an incentive to complete the presentation for the day.
References:
De Koning, B. B., Tabbers, H. K., Rikers, R. M., & Paas, F. (2007). Attention cueing as a means
to enhance learning from an animation. Applied Cognitive Psychology, 21(6), 731-746.
Mayer, R. E. (2009). Multimedia learning (2nd ed.). NewYork, NY: Cambridge University
Press.
Mayer, R. E., Dow, G. T., & Mayer, S. (2003). Multimedia learning in an interactive selfexplaining environment: What works in the design of agent-based microworlds?. Journal
of Educational Psychology, 95(4), 806-812.

Smith, J. G., & Suzuki, S. (2015). Embedded blended learning within an Algebra classroom: a
multimedia capture experiment. Journal of Computer Assisted Learning, 31(2), 133-147.