A Model for Secondary School Blended Learning

Andy Mifsud EdD, Head of Digital Learning, Barker College

Andy Mifsud EdD, Head of Digital Learning, Barker College

In an ever-evolving digital age, the push to blend traditional face-to-face (F2F) classroom learning with online activities is becoming increasingly important in secondary schools. The Covid years exposed vast numbers of teachers and students to different ways of teaching and learning that rely on online resources and environments. Some aspects of online learning were less successful than others; the key is to take only the most effective elements and combine them with face-to-face strategies. A fully realized blended learning approach has the potential to personalize education, allowing students to learn at a pace that balances comfort and challenge by providing appropriate scaffolds and choice. In my doctoral research, I delved deep into this subject where I applied expansive learning theory and ethnographic methods to propose a model for successful blended learning in mainstream secondary school education.

To start, let's discuss expansive learning. Think of it as a process by which all human activity develops to solve internal and external problems (or contradictions) that naturally appear. I applied this theory to an existing secondary school's blended learning model. I found aspects of the model design created tensions experienced by teachers and students. For instance, supplementing face-to-face courses with online content rather than fully redesigning courses created a disjointed experience for teachers and students. Another example was that students with less-developed executive functioning skills had difficulty navigating independent online learning tasks. In many cases, these design choices were made to minimize change for teachers as the blended learning model was being implemented. The downside was that these compromises resulted in a loss of efficacy for the program.

Using my research, I was able to suggest six key modifications to resolve these contradictions:

1. Integration is Key: Teachers should design courses deeply integrating F2F and online activities. This includes creating sequences of online resources for each unit, which teachers and students can access throughout the course. The resources should ideally be developed by the teachers themselves, leading to a stronger student-teacher connection. This option is far more powerful than augmenting existing face-to-face units with online activities.

"Ensuring ongoing online interaction can result in higher satisfaction levels, personalized learning, and moments of connection"

2. Engage through Activities: Engaging activities that allow students to control their pace and place of learning are most effective. Tasks where students can relate to their personal experiences also offer a sense of value, fostering deeper engagement. Further, the fact that an activity is online alone does not necessarily mean students will be engaged. Online activities were most successful when they offered deeper cognitive engagement.

3. Visible Sequences: The existing model had limitations in controlling the pace at which students accessed information, meaning students were unable to progress when they were ready. To avoid student boredom or disengagement, a sequence of online activities should be visible and accessible to the students. This allows capable students to move ahead or explore an area in greater depth. Conversely, students can go back and revise content as required.

4. Provide Scaffolds: For students who lack the confidence or skills to work independently, blended learning activities should provide necessary scaffolds or support. This can take the form of time management advice (for example, breaking up the time required for components of an activity), worked examples, and exemplars. Video guides created by the teacher are particularly effective as students felt they related better to content created by their teacher. Videos have the added benefit of lowering the cognitive load on students through the ability to pause and rewind material.

5. Online Feedback Matters: Systematic feedback on the learning management system (LMS) was found to be crucial. This not only increases learner motivation and connection but also provides an avenue for students to reflect on their progress.

6. Foster Online Interaction: Interaction should not be limited to F2F. Ensuring ongoing online interaction can result in higher satisfaction levels, personalized learning, and moments of connection. It is important to note that group online interactions are only effective when modeled and used by the teacher.

While these improvements pave the way for more effective blended learning, they come with their challenges. Teachers must invest significant time and effort to familiarize themselves with blended learning strategies, design and construct the program, and sequence resources and activities. My research suggests that a successful blended learning model must allow time for professional learning and implementation.

This proposed model offers a path towards enhanced blended learning in secondary schools, equipping students with the skills and knowledge they need in today's interconnected world. However, schools need to weigh the potential benefits against the requirement for teachers' professional learning and implementation time. Ultimately, the aim is to strike the perfect blend – offering the best of both worlds, the traditional and the digital, for the benefit of tomorrow's learners.