Rotation Model of Blended Learning

Joseline Sanchez

Lamar University EDLD 5303

Dr. Dwayne Harapnuik

April 29th, 2024

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Introduction

     In recent years, we have seen a shift from traditional face-to-face instruction to online learning environments, specifically in response to the COVID-19 pandemic. Regardless of the numerous challenges we faced during that time, we were also able to discover the potential of digital learning. Using a model of both face-to-face instruction and online learning, or blended learning, can allow teachers to become learning designers and facilitators to reach each student in ways that traditional teaching has not before (Horn & Staker, 2015). Incorporating online learning into the classroom will also further align education with the demands of the technology-rich 21st century (Shoukat et al., 2024). This literature review will explore what blended learning is, specifically the rotational model, how it can create a student-centered learning environment and optimize individualized learning experiences while enhancing student engagement. 

 

What is blended learning?

     Blended learning is student-centered learning that combines online delivery of content along with traditional face-to-face instruction. Activities can be online or in a traditional setting in order to create a more engaging experience for students (Shoukat et al., 2024). They will be learning through digital tools such as videos, books and interactive tasks to supplement the direct instruction led by the teacher (Shoukat et al., 2024). Students will also have some control over time, place, path, and/or pace over their learning (Horn & Staker, 2012). This will allow a more personalized experience in which students have choice and ownership over a significant portion of their learning. Students can control what they would like to work on during specific times and the pace of learning will be their own, they may speed through it or take their time (Arnett, 2021). Blended learning has become the “norm” in many higher education institutions due to its facilitation of assigning, grading, and submitting homework tasks (Crosling et al., 2023). 

 

Rotation Model

     Station rotation, Lab Rotation and Flipped Classroom approaches all fall under the Rotation Model of blended learning; they are meant to maintain the balance between traditional methods and online learning (İstek Aksak Kömür, Kılınç, & Okur, 2023). In a given course or subject, students will rotate on a fixed schedule or at the teacher’s discretion between learning modalities, at least one being online (Horn & Staker, 2012). It may also include activities like small-group or full-class instruction, group projects, individual tutoring, and traditional pencil-and-paper assignments (Kömür, Kılınç, & Okur, 2023). Station rotation occurs within the classroom, while in a Lab rotation the students will switch between different locations, including a learning lab for online learning (Horn & Staker, 2012). A Flipped classroom model consists of face-to-face teacher-guided practice on campus during the standard school day and online delivery of content and instruction of the same subject after school, often at home (Horn & Staker, 2012).

     In their 2018 case study, Truitta and Ku explored the experiences of 31 elementary students who participated in Station Rotation blended learning in a third grade classroom in a Title 1 elementary school. The classroom was set up for easy transition with tables in the back with computers for students to work on independently and desks set up in small groups of 4-6 to facilitate collaboration between students. The teacher would then split the class into three groups, one group would work with the teacher either learning new content, going over prior concepts, extending learning or reviewing additional guided practice based on the needs of the students. Another group would work collaboratively or independently on activities relating to concepts being explored in the classroom. Lastly, the third group would engage with digital curriculum to further explore the concepts being learned in the classroom. The students would rotate through all three stations on a daily basis. The students were then part of student focus group interviews in order to gain insight into their experiences. Students responded that the best part of blended learning was the content, technology, learning, and fun. They recalled content that was learned, online programs they enjoyed and fun activities they did collaboratively with other classmates. 

 

Student-Centered Learning Environment   

     “Today’s students are entering a world in which they need a student-centered schooling system” (Horn & Staker, 2015, p. 8). In order for the learning process to be effective, the learner must be given choice, meaning, and purpose (Harapnuik & Thibodeaux, 2023).  In a student centered learning environment, the learner will be able to decide what, when, and how they will learn, giving them ownership over their learning (Santoso, Batuparan, Isal, & Goodridge, 2018). Blended learning allows students to decide when they would like to work on specific assignments and allows them to work at their own pace while still completing the required work. Focusing on a student-centered learning environment promotes student’s learning, autonomy and independence (Santoso, Batuparan, Isal, & Goodridge, 2018). Students who are self-directed as well as self-motivated will likely be successful in any learning environment because they know how to learn and how to assess their own work (Harapnuik & Thibodeaux, 2023). By transitioning from teacher-centered to student-centered approaches, students will learn to be these types of independent learners which will better prepare them for the 21st century where knowledge is rapidly evolving and requires fresh approaches to problems (Crosling et al., 2023).  

Individualized Learning

     Individual or personalized learning is simply learning that is tailored to an individual's particular needs to help them be successful (Horn & Staker, 2015). When students work one-on-one with a tutor or teacher, results are significantly higher than if they were part of the mass-group instruction due to the fact that pace will be tailored to the individual learner (Horn & Staker, 2015). It is physically impossible for each student to receive one-on-one instruction from a tutor or teacher on a regular basis, but by integrating online learning stations into the classroom setting, students can receive a more personalized learning experience that takes into account their individual needs and interests (Kömür, Kılınç, & Okur, 2023). Blended learning programs will incorporate adaptive programs in the learning component which will assess students’ knowledge and skills as well as monitor their progress (Brodersen & Melluzzo, 2017). These programs will  allow flexibility needed to master content by tailoring pace and difficulty to the student alone (Brodersen & Melluzzo, 2017).

 

Student engagement 

     Student engagement refers to how much attention, effort, participation, interest, curiosity, and passion the student is showing in the content they are learning (Chiu, 2021). While student engagement is different in a traditional classroom than in a blended learning environment, it is vital for student success. Chiun (2021) explains that student engagement is fuelled by motivation and in order for individuals to be motivated to grow three psychological needs must be satisfied. First the need for autonomy or being self-endorsed and self-governed, next the need for relatedness or feeling connected, lastly the need for competence or being effective/capable. Blended learning allows for these needs to be met by both the teacher-led instruction as well as online components where students will have choice, opportunity to feel connected through collaboration and feeling capable by completing work at their individual levels. 

     In their 2021 research article, Ghani and Taylor explored student engagement in a university-wide blended learning initiative. They found that undergraduate students wanted a change from the traditional learning environments and were open to different ways of engaging in their weekly classes. Ghani and Taylor also confirmed that while graduate students stated that their engagement in their blended learning courses was fuelled by the desire to solve tough questions and real-life problems. The professors in these blended learning environments became facilitators by finding the right critical thinking questions to engage the students. Learners in higher education are now looking for greater autonomy, accessibility, and flexibility in their learning, all of which can be delivered in a blended learning environment.

 

Conclusion

     Implementing blended learning can not only create a student-centered learning environment, but also optimize individualized learning experiences while enhancing student engagement. Blended learning gives students choice and ownership over their learning, allowing them to become independent learners. Students have the flexibility to learn at their own pace which ensures mastery of the skill being presented in a way that is not possible in a traditional face-to-face learning environment. By giving students autonomy and motivation to succeed, we will not only prepare them for any learning environment they may encounter, but for the digital era of the 21st century. 

 

References 

Arnett, T. (2021). Wait: Are schools actually doing blended learning? Christensen Institute.

https://www.christenseninstitute.org/blog/wait-are-schools-actually-doing-blended-learn.

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Brodersen, R. M., & Melluzzo, D. (2017). Summary of research on online and blended learning programs that offer     differentiated learning options. Regional Education Laboratories. https://files.eric.ed.gov/fulltext/ED572935.pdf

 

Chiu, T. K. F. (2021). Digital support for student engagement in blended learning based on self-determination theory. Elsevier. https://www.sciencedirect.com/science/article/pii/S0747563221002326?ref=cra_js_challenge&fr=RR-1

 

Crosling, G., Lee, A. S. H., Passey, D., & Azizan, S. N. (2023). A study of the use of blended learning/online learning tools in a higher education institution in an ASEAN country. ERIC. https://files.eric.ed.gov/fulltext/EJ1393981.pdf

 

Ghani, S., & Taylor, M. (2021). Blended learning as a vehicle for increasing student engagement. Wiley. 

 

Harapnuik, D., & Thibodeaux, T. (2023). COVA: Inspire learning through choice, ownership, voice, and authentic experiences. Learner's Mindset Publishing. 

 

Horn, M., & Staker, H. (2012). Classifying K-12 Blended Learning. Innosight Institute. http://www.christenseninstitute.org/wp-content/uploads/2013/04/Classifying-K-12-blended-learning.pdf

 

Horn, M., & Staker, H. (2015). Blended: Using disruptive innovation to improve schools. Jossey-Bass. 

 

Kömür, H., Kılınç, H., & Okur, M. R. (2023). The Rotation Model in Blended Learning. Asian Journal of Distance Education, 18(2). https://files.eric.ed.gov/fulltext/EJ1410152.pdf

 

Santoso, H. B., Batuparan, A. K., Isal, R. Y. K., & Goodridge, W. H. (2018). The development of a learning dashboard for lecturers: A case study on a student-centered e-learning environment. ERIC. https://files.eric.ed.gov/fulltext/EJ1168957.pdf

 

Shoukat, R., Ismayil, I., Huang, Q., Oubibi, M., Younas, M., & Munir, R. (2024). A comparative analysis of blended learning and traditional instruction: Effects on academic motivation and learning outcomes. PLoS ONE.

 

Truitta, A. A., & Kub, H.-Y. (2018). A case study of third grade students' perceptions of the station rotation blended learning model in the United States. Routledge.