Student Perceptions of Blended Learning Environments

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Article Critique #3

Student Perceptions of Blended Learning Environments


















Sheena Abboud
#23939101
University of British Colombia
ETEC 500 65C
Instructor: Sunah Cho
March 14
th
, 2012



Student Perceptions of Blended Learning Environments

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Introduction

Our students are the first to wrap their hands and heads around new and
emerging technologies. In order to keep up with these digital natives, educators have
explored various ways to incorporate new technologies into their classrooms. These
authentic blended learning environments provide a combination of face-to-face
interactions and technology-facilitated activities to engage our students in current ways
of learning while supporting their development as 21
st
Century learners. Researchers
have explored how these technologies have been implemented into cross-curricular
classrooms to aid student learning, students attitudes and perceptions towards using
these technologies, as well as their effects on bridging the gender gap in the technology
field.

Blended Learning in Literacy
Researchers Beck and Fetherston (2003) identify literacy as a vital element in
formative education. They believe that a students confidence in and attitude towards
writing are just as integral as the writing process itself. These principles are what guided
Beck and Fetherstons qualitative study exploring the effects of word-processing
software on Year Three students. Their ethnographic study consisted of creating seven
case studies of students selected by convenience sampling from a Year Three/Four class.
Prior to the implementation of the software, Beck and Fetherston collected data
through various means (interviews, observations, evaluations of previous written work)
Student Perceptions of Blended Learning Environments

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and determined that the seven participating students were all at similar writing levels
and had similar computing competencies. Students initially did not enjoy the writing
process and were more concerned with the neatness and time involved in producing
quality work than with creativity and proper conventions. At the end of their 6-week
study, the authors found that the students who word-processed had more developed
content, better vocabulary, and improved mechanics in their writing as well as a more
positive disposition towards writing than those using traditional methods.

As positive as these outcomes appear, there are some flaws in the study. Firstly,
the sample size is much too small to make any generalizations on student learning.
Seven students of similar background and competencies do not represent a larger
population to which this research could be applied. Furthermore, the study only took
place over 6 weeks, which is simply insufficient time to see any vast developments in
the students writing. Students may have been more motivated by the novelty of the
software or the opportunity to be able to work on the computer more so than an
enthusiasm towards writing. Lastly, the data collected and presented in the study is
very general and does not provide any clear analysis of student progress. The
descriptors used to assess student work in the initial and final stages of the study are
unchanging. Due to these gaps in their study, Beck and Fetherstons conclusions carry
little credibility and therefore add little knowledge to the area of the effects of word
processing software of formative writers.

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Blended Learning in Science
Chandra and Fisher (2009) endeavored to gain student perceptions on the
usefulness of Internet integration into their classrooms. In their study, the researchers
identify a blended-learning course as one that offers 30-79% of its content online (as
cited in Allen & Seaman, 2003), which is different than traditional, web-facilitated or
online courses. For their study, Chandra and Fisher (2009) implemented Getsmart, a
user-friendly, teacher-designed website, in eleven Year 10, 11, and 12 science and
physics classes which comprised 302 students. Over a 10-week term for one 31-minute
period a week, the students were actively engaged in web-based lessons that
complemented their face-to-face courses. Students also had access to these lessons
from home. Once they had completed the term, students were asked to answer 32
closed-ended questions in order to gain their perspective on four scales of online
learning: access, interaction, response, and results. Students rated various items in each
scale from 1-5 (Strongly Disagree Strong Agree, with 3 being Neither Agree nor
Disagree). Students also completed a series of open-ended questions, which they
responded to via email. Of the 302 students who participated in the study, only 214
surveys were returned. The scales were graded independently and obtained the
following means: access, 3.94; interaction, 3.51; response, 3.74; and results, 3.88.
According to Chandra and Fisher, these results demonstrate that students had a positive
perception on their experience in this blended-learning environment.

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Despite their conclusion, there are some apparent gaps in Chandra and Fishers
study. First: Getsmart is teacher-driven software. The researchers failed to mention how
many teachers were involved in this study or whether there were any guidance or
parameters on how the website was being used. Secondly, the student population was
not clearly defined. Their level of achievement and previous computing skills could
effect how they respond to using the website. Third, Chandra and Fisher relied solely on
personal response in their study. Observing and assessing student work while they were
using the website could have provided objective measurement as opposed to subjective
self-reports. Finally, the students self-reported means between 3 and 4 on all four of the
scales; this essentially equates to students perceiving their blended learning
environment as slightly more positive than neither agree nor disagree. Ultimately,
because of the lack of parameters on how the website was implemented, as well as the
somewhat limited responses of only two thirds (214 of 302) of the participating students
and the marginally significant self-reports of those that responded, it is difficult to make
any generalized conclusions on the effectiveness of Getsmart in a blended-learning
environment.

Gender Bias in Blended Learning
Miller, Schweingruber, and Bradenburg (2001) sought to debunk the idea of
male-dominated gender bias in the field of technology and gender differences in the use
and acquisition of computing skills. To do so, they surveyed 512 middle school students
from 8 Houston-area schools. The students represented both urban and suburban
Student Perceptions of Blended Learning Environments

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communities as well as various socio-economic statuses (SES), and both genders were
represented equally (43% male, 56% female). Students were given one 30-minute block
of class time to complete the survey, which consisted of 68 closed and open-ended
questions pertaining to their use of computers and the World Wide Web (Web). From
the analysis of these results, Miller et al. determine that it is the advent of and
accessibility to the Web that may responsible for narrowing the gap in technology use
between both genders.

While this research may answer some modern questions, there are some missteps in
the study that limit its usability. The student sample was not representational of
different ethnicities or rural communities where computer access and use can vary from
urban ones. Additionally, the students SES was defined by their use of a subsidized
lunch program rather than on data that would be more reliable such as family income.
Students were asked to respond to the questionnaire in one 30-minute period, which is
not sufficient time for reading through and reflecting on 68 questions. Furthermore, the
questions were not pre-tested and the terminology used was not clearly defined which
could lead to the results being invalid and unreliable.

Synthesis
Each of these articles focuses on a different aspect of the blended learning
environment, from developing early writing competencies to narrowing the perceived
gender gap in technology use, but together they discuss changes taking place in
Student Perceptions of Blended Learning Environments

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classrooms to support the development of 21
st
century learners. Beck and Fetherston
(2003) showed that the implementation of a word-processing program could positively
influence students attitudes and motivation towards writing. Similarly, Chandra and
Fishers (2009) study demonstrated that students reported a somewhat positive
perception towards the accessibility of online course material. Lastly, Miller et al (2001)
demonstrated that accessibility narrows the perceived gender gap in the use of
technology. Even though aspects of these studies are flawed, they demonstrate
progressive changes in pedagogy that reflect the students interest in technology.

Conclusion
These examples of blended learning environments have demonstrated three
important aspects of a successful classroom: student motivation to learn and use
technologies, positive student perception of the tools used, and the accessibility of the
technologies to all students. Despite the gaps in the research, it is important to
continue exploring how current technologies can be implemented effectively in
classrooms in order to encourage the further development of 21
st
century learners.






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References
Allen, I. E., & Seaman, J. (2003). Sizing the opportunity: The quality and extent of online
education in the United States, 2002 and 2003. Retrieved March 10, 2012, from
http://www.sloan-c.org/resources/ sizing_opportunity.pdf.

Beck, N., & Fetherston, T. (2003). The effects of incorporating a word processor into a
Year Three writing program. Information Technology in Childhood Education
Annual, 139-161. Retrieved from: http://www.editlib.org/p/17765.

Chandra, V,. & Fisher, D. L. (2009). Students perceptions of a blended web-based
learning environment. Learning Environments Research, 12(1), 31-44. Retrieved
from: http://www.springerlink.com/content/d384251816154648/

Miller, L.M., Schweingruber, H, & Bradenburg, C.L. (2001). Middle school students'
technology practices and preferences: Re-examining gender differences. Journal
of Educational Multimedia and Hypermedia, 10(2), 125-140.