Blended Instruction Report and Executive Summary

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In this report and executive summary, the authors present findings from a study of the STEM21 (Science, Technology, Mathematics, and Engineering for the 21st Century) Academy blended instruction model. Today, although more and more schools are adopting blended learning approaches—combining online instruction with in-person learning activities—very few studies have investigated the impact of the approaches on K-12 students' achievement. The authors' mixed method, quasi-experimental study of STEM21 sought to bridge the gap in the research by examining the impact of STEM21 on the science learning engagement, skills acquisition, and achievement of a diverse set of students in 12 urban high schools in Connecticut and Massachusetts. The study team found that "participation in the STEM21 Academy significantly increased student achievement in science" and identified key factors in effectively engaging students in blended learning that have implications for the future design and delivery of blended learning. 


EDUCATION Connection and Education Development Center, Inc.

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32 pp
Key factors in effective blended learning for K-12 students