ConclusionThe increasing availability of Internet connectivity and interactive Web applications have contributed to the growth in the number of schools implementing Blended Learning (Uğur, Akkoyunlu, & Kurbanoğlu, 2011). Although implementing Blending Learning is a complex process because educators must determine the perfect blend of face-to-face activities and online learning activities when designing courses, early research indicates students have favorable opinions about participating in Blended Learning courses versus the traditional classroom (Yapici & Akbayin, 2012). In the future, teachers and students will need to work collaboratively and take equal ownership in determining the best principles for an approach that redefines what it means in order to teach and learn (O'Byrne, & Pytash, 2015). And schools should continue to implement disruptive technologies or innovations that are affordable and will provide engaging and effective instruction that personalizes learning for all students.
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What are the ingredients?
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The question posed to educators is not if we should blend. Instead, Marc Rosenberg asks, "What are the ingredients?" As teachers move to more student centered activities and teach students how to take ownership of their own learning, they will need to work with their instructional technology staff and probe students to discover the perfect blend for designing a course that meets the needs of all learners (Caraivan, 2001). Whether it be Skyping with guest speakers, working on group projects and presentations, participating in discussion forums, blogging, or answering questions, teachers will need to determine what to teach in a face-to-face setting and what to teach in an online format.
Two studies on students who participated in a Blended Learning program indicate that student opinions about the program are more positive than traditional face-to-face and isolated e-learning environments.
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