In spite of its growing popularity, researchers have focused little attention on the effectiveness of combining traditional classroom instruction and online learning, a practice generally referred to as blended learning. The modest research on blended learning to date has tended to focus on higher education, leaving a significant gap in the…

This three-year longitudinal study tracked the reading performance of 68 kindergarten students from low SES backgrounds. These students received instruction with a blended learning program--Lexia® Core5® Reading--from the start of kindergarten through second grade. During each school year the students made significant gains on a standardized…

Since March 2020, the coronavirus disease 2019 (COVID-19) pandemic has placed unprecedented stresses on the public education system in the United States. At every level, from the U.S. Department of Education down through local districts and individual schools, the pandemic has presented formidable challenges. Many of these challenges have been…

The Adaptive Learning in Statistics (ALiS) Project tested the implementation of an adaptive learning platform at nine colleges in Maryland. The platform served as a textbook replacement to introduce course concepts inside and outside of the classroom, and instructors used in-class time to reinforce statistics concepts as part of a flipped…

As professional learning director in California's Palo Alto Unified School District, Kelly Bikle attended a California Assessment of Student Performance and Progress Institute (CAASPP) workshop with a district team composed of our assessment coordinator, a special education inclusion specialist, and several teachers. The goal was to learn about…

The purpose of this non-experimental, causal-comparative study was to examine the impact of a blended learning format on the academic achievement of at-risk 9-12 grade students in a rural Northeast Georgia school system. After obtaining IRB approval and district curriculum director and superintendent approval, data was obtained for evaluation.…

The emerging Flipped Classroom approach has been widely used to enhance teaching practices in many subject domains and educational levels, reporting promising results for enhancing student learning experiences. However, despite this encouraging body of research, the subject domain of Information and Communication Technologies (ICT) teaching at…

Flipped learning has come to the forefront in education. It maximizes learning by moving content delivery online, where learning can be self-paced, allowing for class time to focus on student-centered active learning. This five-year cross-sectional study assessed student performance in a college general chemistry for majors sequence taught by a…

These proceedings contain the papers and posters of the 13th International Conference on Mobile Learning 2017, which was organised by the International Association for Development of the Information Society (IADIS), in Budapest, Hungary, April 10-12, 2017. The Mobile Learning 2017 Conference seeks to provide a forum for the presentation and…

With the advent of the Internet and the rapid growth of educational software, high schools are applying new instructional strategies with their students, including online and hybrid education. Hybrid education combines face-to-face encounters with online methods; students attend classroom sessions with their teachers and peers, and they engage…

A pretest-posttest cluster-randomized trial involving 31 middle schools and 335 students with disabilities tested the effects of combining explicit and anchored instruction on fraction computation and problem solving. Results of standardized and researcher-developed tests showed that students who were taught with the blended units outscored…

K-12 school practitioners and schools administrators need reliable results about the effects of instructional technology products as they strive to meet achievement compliance levels in politically accountable local and national contexts in the U.S. This study presents evidence regarding the effects of extensive engagement with computer-based…

These proceedings contain the papers of the 11th International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA 2014), October 25-27, 2014, which has been organized by the International Association for Development of the Information Society (IADIS) and endorsed by the Japanese Society for Information and Systems in…