Differences Between Blended and Traditional Learning in a High SchoolGovernment Class

Abstract

As different environments have been explored to optimize effectiveness andefficiency in learning, the concept of blended learning has evolved as a possible solution.Blended learning environments and traditional learning environments in the high schoolgovernment classroom were compared to determine if there was a difference in timespent learning, course grades, enjoyment of the course, and student recommendation ofthe course to others. Comparisons were also made to find out if there was a difference instudents reporting that they would take a blended or online course in the future and ifthere was a difference in students reporting that the government class had been helpful in[their] ability to learn effectively on [their] own. Students' perceptions of the effect thegovernment class had on their time management skills were compared as well. Theresults of the current study indicated that students in the blended learning environmentnot only reported enjoying the course more than those in the traditional learningenvironment did, but they also reported that they would be more likely to take a blendedcourse in the future. A significant number of students reported that they would also bemore likely to take an online course in the future and that they would recommend thatothers take the course in a blended environment. Additionally, students reported that thecourse helped them to be more self-regulated learners and that it helped them to preparefor time management challenges in the future. The results of the current research suggestthat blended learning had a positive impact on student attitudes about blended and onlinelearning, and the development of self-directed learning and time management skills. Thefindings of the study for USD 266 suggest that blended learning should be implementedto include additional grade levels and courses as well as additional types of blended learning. Additional recommendations include using a mixed methods research designand following up with students who participated in the study with a survey after their firstyear of college to determine whether blended learning affected readiness forundergraduate online or blended courses.