Review of Related Literature ( RRL )

Research Gaps on Blended

Learning in Public Schools

Presented by:

Garcia, Maren Villalobos

Ladignon, Karl Andrei Zaño

Trinidad, Cyrel Denzel Romero

Alversado, Princess Aizel Casas

Arquero, Maria Eloisa Cabacungan

Bernal, Maila Agacoscos

Caoayan, Evette Lyza Abella

De Leon, Denise Españo

 Research Gaps

In the doctoral study of Somera (2018) entitled “Educator Experiences Transitioning to a

Blended Learning Environment in K-6 Public Schools”, pedagogical changes for blended
learning in K-12 education are lacking in her current research. It was also stated that there is
emerging research on online and blended learning for institutions on higher education but
research on blended learning for K-12 education on pedagogical changes and support teachers
need is limited.

In the dissertation of Murray (2017) entitled “ BLENDED LEARNING VS.

TRADITIONAL INSTRUCTION AS A PREDICTOR OF STUDENT ACHIEVEMENT IN
NEW YORK CITY PBLIC SCHOOL”, federal reforms have imposed accountability measures
on schools and districts that at their core are based on students’ performances on standardized
tests. Schools and districts should identify and implement effective school reforms to meet these
challenges.

In the dissertation of Heitt (2017) entitled “An Examination of Blended Learning and the
Traditional Classroom Using Achievement Scores”, the adoption of blended learning through
evidences and its effectiveness is still an open question. With the rise of blended learning in K-
12 curriculum, the study suggests that stakeholders such as principals, school heads, and parents
should be included as respondents to further predict the effects of blended learning. Along with
its effectiveness, the study also lacks on the specific types of blended learning to be used that are
most effective and beneficial considering such factors like the different populations of students,
various learning styles, the environment, and subject matter. With these factors, students are able
to fully maximize their potentials in learning.

Hesse (2017) conducted a research regarding the effects of blended learning, the
incorporation of technology into the classroom and as an aid of instruction, on K-12 Grade
students. This study is done through meta-analysis by finding relevant articles to review using
both ERIC and Google Scholar. After peer-reviewing twenty-five articles, the research identifies
the lack of specific types of blended learning in different content areas, also called subject
matter. Studies should also give more focus on how blended learning is being done at the
elementary level as there is a large gap in blended learning and younger students, particularly on
how they learn in blended learning and how elementary teachers implement it.

In the educational research of Guzer and Caner (2013) blended learning emerged as one
of the most popular pedagogical concepts at the beginning of 2000. In there research that entitled
“The past, present and future of blended learning: an in depth analysis of literature”, the purpose
of the study is to review and analyze the studies carried out on blended learning through
reflecting the past, the present, and the future. Graham (2006) stated that the blended learning
would have a great role in the future and it would be dominated by the distributed learning
environment. Guzer and Caner (2013) sum up with the question “how would teacher educators
apply blended learning in their classrooms with the recent technology?”.

In Eryilmaz M. (2015) research education, the rapid improvement of ICT (Information

and Communication Technology) affect every other area, and also influence and change
educational field. The object of his experimental study is to measure the effectiveness of blended
learning environment which is laid out on the basis of features for face to face and online
environments. With the result of the analysis with the difference of students’ view in blended
learning, online, and face to face environment. As their answer, they expressed that they learn
more in blended learning environment. Regardless of what type of blended learning, it is found
that they can learn actively because they can use different styles and be collaborative learners.

The studies should also focus in how they will introduce blended learning in different
areas such as how makes education more accessible with the use of blended learning, how
teachers can become more engaged with their students especially in elementary that teachers
need more methods in teaching that help to balance a classroom that contains both quick and
slow learners, and how blended learning can dominate the areas such as subject matter and
contents of learning.

Bundschuh et. al., (2018) said that the use of blended learning program for literacy
instruction was relevant to the students’ progress in reading performance on a standardized
assessment through online component. But the study showed that learners from the kindergarten
up to the 2nd graders, have substantial development than students from later grades. Moreover, it
suggested that blended learning approach to literacy instruction is beneficial for diversity of
students most especially in the starting instruction to the early grades. Accordingly, blended
learning boomed in recent years but there were only few studies discussing how effective it is.

Gulosino and Miron (2017) found out that numerous districts in the 35 states they had a
census with are opening their own visual and blended school that are small with limited
enrollees. However, virtual and blended schools have higher concentrations to elementary and
secondary levels.

In the study of Chen (2016) entitled “An Empirical Evaluation of Critical Factors
Influencing Learner Satisfaction in Blended Learning: A Pilot Study” states that blended learning
is a convergence of e-learning approach and face-to-face learning, has been regarded as a new
paradigm in modern education. The research examines the degree of learners’ satisfaction with
blended learning played a crucial role in evaluating the effectiveness of blended learning
adoption. Past studies have shown the adaptation of e-learning to be effective in connecting
people and resources, facilitating active learning, deepen understanding, enhancing critical
thinking skills as well as promoting creative communication.

The study of Kaur (2020) entitled “Students’ learning style and its effect on blended
learning, does it matter?” aims to investigate learning styles among the students and their
relationship with perceptions of blended learning. This is because students’ learning style has
influenced their achievement, and if mediated in a hybrid learning environment like blended
learning will further result in the evaluation, and performance of the blended learning
environment. The learning style of the students was determined by using Kolb's Learning Style
Inventory, while perceptions of blended learning were investigated using elements of process,
content, and usability.

Lauren, Acree ( 2017) “Supporting School Leaders in Blended Learning with Blended
Learning.” Many studies have found that use of blended learning approaches has increased the
presence of active learning strategies, expanded the number of peer-to-peer activities, and the use
of learner-centered strategies. The Leadership in Blended Learning program improved
participants capacity to effectively lead blended learning initiatives in their school, district, or
organization. Due to their increased understanding of blended learning, LBL participants were
better equipped to share their vision and intentions with key stakeholders in their communities.

David J. Rosen ( 2019 ) “Blended Learning Program Development .” An effective

program in which face-to-face and online learning are fully integrated is not easy or quick to
create, but it can be done in small steps over time, beginning with a pilot in one or two classes.
Blended learning is one way students can access student-centered education. The connected
learner can access instruction autonomously on his or her time, in his or her space and with
designed interest or according to his or her personalized capabilities. Blended learning responds
to individual and customized student need, recognizes learning opportunities as differentiated,
individualized, or personalized, and helps students to become autonomous in learning.

In the article written by Mr. Arlo Custodio, Blended learning is the new normal in
Philippine education, in Manila Times on July 24, 2020, he cited blended learning has been part
of the Philippine educational system for many years now. However, many parents and students
may have heard about blended learning or online education only during this time of the Covid-19
pandemic. Department of Education Secretary Leonor Briones even asserted that the Philippines
has been using online instruction for decades already. The secretary said, “We have been doing
distance learning, blended learning for decades and decades [already]. The University of the
Philippines does and specializes in distance education for the longest time and those who take up
education and study education are already exposed to this.” She added that according to a survey
conducted by DedEd, majority of public school teachers and students have laptops, desktops or
tablets at home.

Granted that majority of public school teachers and students have gadgets that they can
use for blended learning, it still does not mean all can participate in this type of learning. Since
education should be available to everyone, it’s still unfair for those who cannot access education
because of the lack in computer or internet access. Blended learning was a success because we
had choices before. The pandemic today limited our choices as safety must be prioritized before
anything else.

In the volume 13 of Journal of Information Technology Education: Research of Jeffrey,

Milne and Higgins (2014) entitled “Blended Learning: How Teachers Balance the Blend of
Online and Classroom Components”, states that blended learning has increased rapidly, despite
teacher resistance in the use of technology in education. The increase was driven by evidence of
its advantages over either online or classroom teaching alone. However, blended learning courses
still fail to maximize the benefits this format offers. Despite the use of well-developed
engagement strategies inside the classroom, there is still one exception and it was a lack of
integration between online and classroom components. It was said that blended learning will not
fulfill its promise of better learning unless teachers can be encouraged to re-think and redesign
courses that afford students more, this includes different learning experiences than those offered
by either online or classroom alone.

In the International Journal of Educational Technology in Higher Education 15 article 3,

the study of Dziuban et. al (2018) entitled “Blended learning: the new normal and emerging
technologies” addressed increasingly important issues of student success, withdrawal and
perception of the learning environment across multiple course modalities. It states that that
blending maintains or increases access for most student cohorts and produces improved success
rates for minority and non-minority students alike. In addition, when students express their
beliefs about the effectiveness of their learning environments, blended-learning enjoys the
number one rank. However, upon more thorough analysis of key elements students view as
important in their learning, external and demographic variables have minimal impact on those
decisions.