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ERIC Number: EJ1208838
Record Type: Journal
Publication Date: 2019
Pages: 24
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-2374-1473
(Blended) Learning: How Traditional Best Teaching Practices Impact Blended Elementary Classrooms
Anthony, Elizabeth
Journal of Online Learning Research, v5 n1 p25-48 2019
Decades of research have shown that the quality of instruction a student receives has a greater impact than any other factor on his or her learning, but the emergence of the blended learning model has caused many teachers and leaders to focus on innovation and changing practices rather than on developing the research-based teacher practices that have a demonstrated positive impact on students' learning. Through observations of and interviews with six teachers, this study shows that best teaching practices from traditional classrooms -- especially (1) demonstrating flexibility and responsiveness, (2) using assessment in instruction, and (3) engaging students in learning tasks -- do, in fact, have a substantial impact on student learning in blended elementary classrooms. These results should help leaders and teachers understand where to focus their time and energy in order to improve student learning with the blended learning model.
Association for the Advancement of Computing in Education. P.O. Box 719, Waynesville, NC 28786. Tel: 828-246-9558; Fax: 828-246-9557; e-mail: info@aace.org; Web site: https://www.aace.org/pubs/jolr/
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A