The blended synchronous classroom fosters equitable and balanced educational development; however, challenges persist, including low motivation and suboptimal effects on the deep learning of remote students. This study employs a student-centered learning approach and incorporates the process-oriented guided inquiry learning (POGIL) strategy into…

Technology's rapid development is changing how educators plan lessons and incorporate these digital resources into classrooms with the expectation of impacting student academic performance. The problem is that teachers need professional development related to blended learning implementation to improve student achievement in elementary (An, 2021;…

After the COVID-19 pandemic outbreak, the disruption of in-person schooling has significantly affected many students including emergent bilingual students. Designed as an ethnographic study, this research study examines two Spanish-English dual language bilingual education teachers' implementation of translanguaging pedagogies and language…

Traditional museums of culture and history are failing to develop or make effective use of augmented reality (AR) technology. To address this deficit, the present study sought to develop online and offline experiential AR learning tools that would enable children to more fully explore museum artefacts. The study approach was based on the Blended…

The perceptions of Tennessee educators who successfully implemented blended learning in their classrooms were the main focus of this phenomenological study. Blended learning is a modality that uses stations which consist of a teacher-led station, an online station, and an off-line station. Teachers work in small groups with students while others…

The impact of online math programs depends on its implementation, especially in vulnerable populations from developing countries. An existing online platform was adapted, at the request of the Chilean Ministry of Education, to exclusively include exercises previously designed and tested by a paper-based government program for elementary school. We…

This convergent mixed method study investigates learner engagement during a blended, transmedia curriculum called CryptoComics, which is designed to teach 3rd-5th graders about cryptology and cybersecurity. Curriculum design is presented through the lens of four engagement facilitators: (1) anchoring the curriculum with a comic book, (2) blending…

"Citizen science" gives students a unique opportunity to engage with their own research, as well as data collected by other citizen scientists. Often, citizen science projects focus on students collecting and submitting data for scientists, which can sometimes limit opportunities to engage in the entire scientific process. This article…

In spring 2020, COVID-19 seismically shifted the education landscape as schooling moved online. We report a small-scale mixed-methods study of how that upheaval affected three-dimensional science learning in elementary school classrooms, and how the situation changed when school resumed, in modified form, in fall 2020. Teachers with experience in…

The present study was conducted to investigate the use of a flipped classroom in primary EFL classrooms in China. It is quasi-experimental research examining flipped and non-flipped classrooms in teaching English vowel letters in a primary school in China. Specifically, the researchers aimed at finding out the participating students' and teachers'…

The Math Curriculum Impact Study was a large-scale randomized controlled trial (RCT) to test the efficacy of a digital core curriculum for Grade 5 mathematics. Reasoning Mind's Grade 5 Common Core Curriculum was a comprehensive, adaptive, blended learning approach that schools in the treatment group implemented for an entire school year. Schools…

The Math Curriculum Impact Study was a large-scale randomized controlled trial (RCT) to test the efficacy of a digital core curriculum for Grade 5 mathematics. Reasoning Mind's Grade 5 Common Core Curriculum was a comprehensive, adaptive, blended learning approach that treated schools implemented for an entire school year. The study was completed…

In March of 2020, in response to the onset of the COVID-19 pandemic, the state of Illinois mandated the transition to remote instruction for all schools. Although schools had the option to resume in-person instruction during the 2020-21 school year (SY21), the Illinois State Board of Education (ISBE) acknowledged that in-person instruction may not…

The onset of the COVID-19 pandemic in the spring of 2020 was marked by a transition to remote learning in Illinois schools and nationwide. The following school year, schools and families faced difficult decisions about how and when to return to in-person learning. School leaders, parents and caregivers, and students considered how to balance…

For over two years, schools, teachers, students, and families across Illinois have worked to adapt instruction and learning under the ever-changing conditions wrought by COVID-19. This report, the third and final in the Learning During the Pandemic in Illinois series, investigates how much time students spent learning in-person and/or remotely…