The Implementation and Impacts of Blended Learning in Catholic and Jewish Community Day Schools

• In Event: Using Digital Technology to Create Unique Learning Spaces

Abstract

This research explores the implementation and impacts of blended learning in nine independent schools. We draw on interviews, focus groups, surveys, student performance data, and financial and administrative documents to better understand schools’ approaches to blended learning implementation, stakeholder experiences, student outcomes, and impacts on schools’ financial needs.

Findings suggest that blended learning can support academic learning and non-cognitive skill development. However, blended learning implementation demands significant teacher time and teachers require support, especially around data use. Early student outcomes analysis suggests that blended learning is associated with test score increases in math, particularly for students that began the academic year performing low academically. Blended learning has not yet helped schools in this study to substantially freeze or reduce costs.

Authors

• Tricia Maas, University of Washington

• Betheny Gross, University of Washington

• Larry Miller, Rutgers University

• Patrick Denice, University of Washington