Supporting Student Success Through the Use of Blended Learning

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Supporting Student Success Through the Use of
Blended Learning Filimon Tsionas
ADED 4F35 Assignment 3, Faculty of Education,
Brock University, St. Catharines, Ontario
Online Learning It is identified that without
proper online learner-to-learner communication
and cooperation, students would feel disconnected
and isolated because sharing ideas with
classmates was difficult without traditional
face-to-face interaction (Steinman, 2007, p. 48).
Workplace Blended Learning Kim, Bonk, and Teng,
(2009) identified that the blended learning
delivery modality, within the context of the
workplace environment, will become a popular mode
of learning in Western countries, but also in
Asia and it is thought that it is plausible that
80-90 of colleges and corporate training
facilities will incorporate blended learning with
an estimated one billion learners (p. 300).
Introduction In order to support todays adult
learner in the new knowledge economy, the adult
learning paradigm is shifting from teaching to
learning as we try and connect andragogy to
technology. In order to support this change in
delivery, face-to-face cohort lectures have been
combined with online learning to create blended
learning. Technologies such as mobile, digital
inking, laptops, etc., are used to support
student success.
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Blended Learning
Conclusions The combination use of online and
face-to-face learning has positively impacted
adult education and student academic success. It
can be presumed, that blending learning has now
created an adult learning environment that has
equated to benefits measured by increased student
achievements. Increased study must be
additionally conducted in the field of online and
conventional classroom techniques to fully
emphasize the opportunities in the future.
Students Experiences with Blended
Learning Blended learning provided a means to
improve reflected learning because the studys
feedback from the students identified that the
learning was now personally significant (Cooner,
2010, p. 272).
Students Perceptions of Blended Learning Creating
teamwork skills, students could then adapt
learning by critical examination of their
problems through dialogue and negotiation (Pombo,
Loureiro, and Moreira, 2010, p. 219).
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References Cooner, T., S. (2010). Creating
opportunities for students in large cohorts to
reflect in and on practice Lessons learnt from a
formative evaluation of students experiences
of a technology-enhanced blended learning design.
British Journal of Educational Technology, 41(2),
271-286. doi10.1111/j.1467-8535.2009.00933.x. Kim
, K. J., Bonk, C. J., Teng, Y. T. (2009). The
present state and future trends of blended
learning in workplace learning settings across
five countries. Asia Pacific Education, 10,
299-308. doi10.1007/s12564-009-9031-2. Pombo,
L., Loureiro, M. J., Moreira, A. (2010).
Assessing collaborative work in a higher
education blended learning context Strategies
and students perceptions. Educational Media
International, 47(3), 217-229. doi10.1080/0952398
7.2010.518814. Steinman, S. (2007). Educational
experiences and the online student. TechTrends,
51(5), 46-52.

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