Introduction

In the current educational landscape, blended learning has emerged as an innovative pedagogical strategy integrating in-person and virtual components to enrich the learning experience. This modality seeks to take advantage of the best of both worlds, fusing face-to-face interaction with the flexibility and technological possibilities offered by online environments.

 

Horn (2015) referred to the strategic combination of traditional (face-to-face) teaching methods with the effective use of technology and online resources. He advocated leveraging disruptive innovation to improve the quality and accessibility of education, allowing for a more personalized and student-centered learning experience. In this blended learning approach, Horn (2015) seeks to break away from more rigid educational models and allow for greater flexibility, adaptability, and personalization in the learning process. His idea is to use technology to improve teaching and learning, offering students more attractive educational experiences adapted to their needs. Horn's theory suggests that connecting to it is the key to understanding. It is a fact that these innovations have the power to revolutionize the educational system by empowering more personalized, flexible, and student-centered learning.

 

The Harapnuik approach, also known as the Heutagogic Approach, is a learning strategy that emphasizes the student's self-directed learning and active participation in their own learning process. Developed by Dr. Stewart Hase and Dr. Chris Kenyon in 2000, this approach is focused on developing critical thinking skills, self-regulation, and independent learning. The approach is built on the belief that students can direct their learning, identify their needs, set goals, and choose the most suitable resources and strategies to achieve them. Instead of being passive receivers of information, students must actively search for and construct knowledge, leading to a deeper and more lasting understanding.

 

Blended learning is a combination of traditional teaching and technology. It helps students become self-directed learners and prepares them for their future careers. Truitt & Ku (2018) stated that students can benefit from blended learning. It is a formal education program where students learn partially through online learning and have control over their learning pace, path, time, and place (Horn & Staker, 2015).

Learning Evolution: From Traditional to Hybrid

Therefore, according to the authors consulted, it is essential to integrate technology strategically, considering the specific needs of students and educational objectives. Furthermore, continuous training and adaptability are crucial to making the most of technological opportunities in academia.

 

If we review some background of blended learning, with the greater availability of information technology in the 1990s and 2000s, there was an increase in the exploration of digital resources for teaching.

 

The blended learning model is easy to use and integrates ICT for practical training. The participants ' high satisfaction rate arises through these tools employed in the educational learning process. (Ruiz Bolívar, 2008) The study unequivocally proves that an overwhelming majority of 80.78% of students found implementing Blended learning in classrooms highly satisfactory.

 

(Vásquez et al., 2011), The presence of ICT in educational centers has generated a notable increase in the evolution of learning. Blended learning constitutes an emerging educational modality. That is, it is an adaptation system (Ramirez, 2008) allowing the development of cognitive skills, such as critical and constructive thinking, linked to decision-making and solving everyday problems (Catalano, 2014).

 

According to Tang and Chaw (2015), blended learning requires a flexible approach that combines face-to-face and online instruction. This approach allows students to access digital resources, tests, and tools anytime and anywhere. Tang and Chaw (2015) also identified various blended learning models, including rotation, flex, self-blend, and enriched virtual.

 

When students engage in authentic learning, they can choose from diverse experiences that help them connect and discover their world (Harapnuik & Thibodeaux, 2023). For authentic learning to occur, students must actively participate in solving problems and answering questions (Harapnuik & Thibodeaux, 2023). Authentic learning improves students' ability to apply what they have learned beyond the classroom and into the real world, making them more responsible and valuable members of society (Harapnuik & Thibodeaux, 2023).

 

 Integrating Virtual and In-Person

The study conducted by (Vaughn, G. B., & Garrison, D. R. 2006) aimed to answer how blended learning can support higher education in the 21st century. The study also investigated the instructional design and strategies contributing to creating and maintaining a learning community in online higher education courses.

Under the guidance of their teacher, students can take charge of their projects and assignments. This sense of ownership allows students to participate in learning and seek solutions to their questions and problems (Harapnuik & Thibodeaux, 2023). This is especially relevant to digital literacy, as it allows students to learn how to use and understand their devices, such as Chromebooks. As students develop ownership and agency over what they have learned and created, they also develop a sense of voice and confidence (Harapnuik & Thibodeaux, 2023).

As per the review, Vaughn, G. B., and Garrison, D. R. researched in 2006 to answer how blended learning can support higher education in the 21st century. The study analyzed the Internet and Higher Education journal, volume 9, issue 3, pages 203–212, to determine what instructional designs and strategies can promote and sustain a learning community in online higher education courses. The article explores creating a learning community in an online course environment. It uses various data collection methods to assess course design and instructional strategies. It also discusses challenges in analyzing online lecture transcripts and proposes solutions. Finally, it emphasizes the importance of triangulating study findings to overcome difficulties—highlighting how to tackle the challenges encountered.

There has been much discussion about the advantages of conducting conferences online. In previous studies, analysis of the educational benefits of computer conferencing was primarily limited to aggregating quantitative data automatically stored by the conferencing software (Mason, 1991). While this information provides a valuable framework for analyzing student and instructor participation levels and interaction levels in online activities, it does not assess the quality of interactions (Harasim, 2002; Mason, 1991). In the early 1990s, (Mason 1991) noted that conference transcripts were the most apparent data sources for researchers to determine discourse quality, but such sources were the least used. He urged researchers to focus on qualitative measures rather than simply counting the number of messages and logins. (Henri 1991) Mason (1991) suggests using qualitative methods to analyze computer-mediated communication interactions to understand better the weaknesses and strengths of exchanges in the learning process.

Challenges and Future Opportunities in the Implementation of Blended Learning

In addition to the challenges of developing coherent and empirically valid analytical instruments (De Wever et al., 2006), researchers also face other practical and methodological challenges associated with the analysis of conference transcripts (Gerbic & Stacey, 2005). For example, researchers face enormous amounts of information and excessive time requirements to conduct meaningful analyses (Hara et al., 2000). 

It is important to note that analyzing conference transcripts can be challenging due to ethical concerns (Anderson & Kanuka, 2003). Not all potential participants may agree to participate in the research project (King, 1996). The information obtained may limit the solutions available to researchers when consent requests receive negative or unresponsive responses (Anderson & Kanuka, 2003). Additionally, it may take more than simply reading transcripts to fully document learning, reactions, thoughts, and beliefs during activities (Garrison et al., 2001). and others.

 

Analyzing student and instructor participation levels and interaction levels in online activities does not assess the quality of interactions (Harasim, 2002; Mason, 1991). In the early 1990s, (Mason 1991) noted that conference transcripts were the most apparent data sources for researchers to determine discourse quality, but such sources were the least used. He urged researchers to focus on qualitative measures rather than simply counting the number of messages and logins. (Henri 1991) (Mason 1991) suggests using qualitative methods to analyze computer-mediated communication interactions to gain insights into the weaknesses and strengths of exchanges in the learning process.

 

As mentioned, b-learning poses new didactic situations. One of the dimensions that configure virtual teaching-learning environments (EVEA) is the communication and interaction process: teacher-students, student-student, and student-content. In the design of teaching strategies, attention is paid, on the one hand, to the communicative structure (individualized, group, and collaborative) and, on the other hand, to the means (communication tools and teaching materials) necessary to configure teaching. 

 

Another critical point in the review is the management of technological environments, where the authors (Wilson, Liber, Johnson, Beauvoir, Sharples, and Milligan, 2007) differentiate two positions that are important to identify to understand blended learning fully, these positions: one associated with the incorporation, use, and generalization of virtual environments in education organizations, mainly associated with all the use of LMS (Learning Management Systems), and another alternative offers different resources and solutions, focusing on the "environment-subject" (Bartolomé, 2008), where the environment must adapt to the subject, taking advantage of the evolution of social software that promotes new forms of interaction and more horizontal communication and that generate new adjustments based on personal learning environments, shared spaces, social networks, personal knowledge networks or virtual learning communities (Marín, Salinas and de Benito, 2014; Marqués, Espuny, González and Gisbert, 2011).

 

It is Sir Ken Robinson's vision of transforming education to make it more relevant, stimulating, and focused on the holistic development of students. In his book "Creative Schools: The Revolution from the Base That Is Transforming Education," he discusses a critical and constructive perspective on the challenges and opportunities facing the current educational system and the need to promote creativity and innovation for several years. Its continued growth reflects education's ability to adapt to the demands of a constantly changing environment.

 

According to (Horn and Staker 2011) and (Graham et al. 2014), they are the same concept of blended learning; they can combine various media distribution modalities, teaching methods, or face-to-face instruction with online instruction to provide a practical learning approach through different learning models to apply effective learning. 

 

What does Blended Learning provide?

 

As expressed by the Author (Bartolomé, 2004, p. 13), the development of b-learning has not come as a learning model based on a general learning theory but rather from applying eclectic and practical thinking. Despite the growth of B-learning and the integrating of new mobile technological devices to facilitate interconnection, no theoretical body still guides teachers or administrators on organizing B-learning effectively to improve learning outcomes.

B-learning provides teaching with flexibility in educational times and spaces, access to an assortment of resources in addition to those offered by the teacher, new modes of interaction between student-teacher and between students, and increased autonomy and responsibility of the teacher. As explained by the authors (Adell and Area, “Teaching and Learning in Virtual Spaces,” 2009), students in their process are elements of educational improvement and facilitate digital competence development.

Blended learning uses face-to-face and non-face-to-face teaching technology to create different spaces and tools that assist organizations. (Salinas et al. 2008) Recommend three technological ecosystems for didactic strategies: distribution of learning materials and resources, social communication and the didactic process, and group work.

Both e-learning and b-learning are models that, if their potential is taken advantage of, can develop essential skills in the students for their training as citizens and professional development. To do this, we would have to overcome models that try to adapt the face-to-face teaching model to a web format to go to models where students are organized in groups and learn by interacting with each other and using a vast amount of existing resources and the teacher acts as a guide, advisor, facilitator, or when required. Along these lines, the multitude of experiences carried out and the trends regarding the use of technology in the learning process point towards more flexible, open, innovative models and the incorporation of student-centered methodologies (Salinas, 2012).

In short, these methodologies constitute the most important manifestation of the flexibility of the curriculum: the case study, the tutorial system, problem-based learning, collaborative learning, and other didactic methodologies are seen as pedagogical alternatives in training in environments enriched by technology (Salinas et al., 2008).

Finally, we quote Clayton Christensen and Michael Horn (2015), who co-wrote the book "Disrupting Class: How Disruptive Innovation Will Change the Way the World Learns." Here, they explore the application of disruptive innovation in education. The potential challenges of blended learning are addressed, such as the need for teacher training, managing technology, and adapting to different student dynamics.

"Blended Learning" offers a detailed exploration of how blended learning can be a powerful tool to improve schools through disruptive innovation. Guidance Provides practice and examples that seek to inspire and guide educators, administrators, and leaders in implementing blended learning.

Successful blended learning involves instructor instruction, careful planning, effective execution, and a willingness to adapt to educational needs. It is important to note that, unlike fully online learning, the online part of the training does not replace face-to-face classes with a teacher. Teachers incorporate different technology strategies to enhance the learning experience approach and expand students' learning and needs more effectively. 

 

 

 

Conclusion

Blended learning represents a significant evolution in the educational landscape, offering a powerful combination of online and in-person instruction to enhance students' learning experience. Throughout this journey, we have explored how this approach can personalize teaching, foster collaboration, and promote flexibility and accessibility in the educational process.

However, it is essential to recognize that blended learning is not a universal solution, nor is it without challenges. As we adopt this approach, we must confront critical questions about the equity of access to technology, the quality and relevance of online resources, and the ability of teaching staff to adapt and fully take advantage of the opportunities offered by this teaching modality.

Furthermore, the success of blended learning depends largely on careful planning and execution, as well as a continuous commitment to improvement and innovation. Educators must have the tools and support to design effective and meaningful learning experiences that fit their student's needs and learning styles.

Ultimately, blended learning has the potential to transform education and enrich students' learning experience. However, to maximize its impact and ensure its effectiveness, we must proactively address its challenges and work collaboratively to continually develop and improve educational practices that benefit all students, regardless of their context or circumstances.

 

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