| Over the past decade, blended learning has emerged as one of the most promising models of schooling in the K-12 context to increase achievement and meaningfully engage technology in the classroom, yet little is known about the pedagogical practices and outcomes of blended learning schools. The conceptual heritage of blended learning can be traced back to the literature regarding Computer Assisted Instruction (CAI), personalized learning, and game-based learning and participatory culture, but there is still a paucity of empirical research regarding teaching, learning, and the use of technology in these emerging contexts. Given this gap in the literature, this paper addresses (1) what teaching and learning is like in blended learning schools, (2) how and to what extent the pedagogical practices in blended learning schools align with the How People Learn (HPL) framework for the effective design of learning environments, and (3) how suitable the HPL framework is as a measure of effectiveness in blended learning schools. This study addresses these questions with an analysis of three qualitative case studies, comprised of interview and observation data from principals, teachers, blended learning coordinators, and students in three different blended learning Catholic elementary schools throughout the Midwest. Results from this study reveal the strengths of the HPL framework in focusing on measures of effectiveness beyond traditional metrics of success as well as the limitations of the HPL framework in capturing important data regarding leadership practices, levels of integration of blended learning software, and some non-cognitive skills. The study concludes with several recommendations for practitioners and researchers as to the possible future directions of blended learning. |
