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1. Blended Learning
W H I T E P A P E R

3. The use of technology in the classroom to augment teaching and learning
has increased over the past decade. This increased access to technology in
the classroom has improved the potential for teachers to optimize student
learning through a combination of both online learning programs and
face-to-face student/teacher interaction. An approach that is gaining increased
attention by teachers and administrators to optimize the use of technology in
their classrooms is blended learning. Blended learning is defined by Garrison
and Vaughan (2008) as “the organic integration of thoughtfully selected and
complementary face-to-face and online approaches”
(p. 148). Horn and Staker (2015) define blended
learning as “…any formal education program in
which a student learns at least in part through
online learning, with some element of
student control over time, place, path,
and/or pace” (p. 34). Essentially, blended
learning employs an appropriate balance
between—and implementation of—
technology and face-to-face teacher/
student interaction to maximize a
student’s learning experience.
Blended learning is being implemented
increasingly in K-12 contexts (Staker, Chan,
Clayton et al., 2001; Picciano, Seaman et
al., 2011). In 2007, Picciano and Seaman
reported that 700,000 American K-12 students
were enrolled in at least one online blended
course (Picciano & Seaman, 2007). Two years later
in a follow-up study, Picciano and Seaman reported that
the number of students enrolled in at least one online learning course had
increased to 1,030,000—two-percent of the total K-12 population—with 15%
of the school districts who had not yet introduced blended learning reporting
that they planned to introduce it into their schools within the next three years
(Picciano & Seaman, 2009). Of this number of students who were enrolled in an
online learning course in 2009, 70% of the students were enrolled in secondary
education-level classes (Picciano, Seaman et al., 2011). Christensen et al. (2008)
predict that by the year 2016, about 25% of all high school courses will be
online and that by 2019, 50% of high school courses will be online. This data
suggest that online learning is of increasing interest in K-12 contexts, especially
in secondary education. In turn, increased interest has been generated by
researchers and policy makers to provide quality online learning experiences
for students.
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INTRODUCTION

4. 4
What is fueling this steadily rising interest in blended learning? There are
several practical benefits of blended learning. Picciano and Seaman (2012)
suggest that in secondary education, online blended learning courses have
been used for a variety of reasons, including the following: 1) to provide
courses to students that would otherwise not be available to students (e.g.,
access to courses for students who live in rural areas); 2) to offer online
learning courses for students who fail a course (for credit recovery); 3) to offer
Advanced Placement classes; and 4) to address individual needs of specific
students. While these reasons fill pragmatic needs, blended learning is also
proving to be a powerful tool to fill a variety of other needs. First, blended
learning customizes instruction and personalizes student learning. Second,
blended learning provides teachers with the opportunity to emphasize their
role as mentor as they have more time to help students overcome challenges
and teach them to become problem solvers and critical thinkers. A third reason
why blended learning is proving to be an effective approach
is that students are provided more opportunities
to prioritize and own their educational choices.
This student agency has proven to motivate
students and prepare them for the challenges
of becoming an adult learner. Each of these
three benefits is discussed below.
Student-Centered Learning
Online courses and a myriad of other
media enhancements implemented in
the classroom bring the potential for
increased personalization and
competency-based learning. A good
online course will assess students’ subject
knowledge and identify gaps or weaknesses
that need to be addressed. At the same time, an
online course should identify areas of strength that
students do not need to spend their time relearning.
Furthermore, these technologies allow students to learn new
subjects at their own pace. However, simply supplying technology and online
learning programs in the classroom does not guarantee a personalized learning
experience. A blended learning approach, with both personalized online
instruction and customized teacher-student interaction, is, in the words of Horn
and Staker (2015), “the engine that can power personalized and
competency-based learning” ( p. 11).
WHY BLENDED LEARNING?

5. Using the data obtained from students’ work on an
online learning program, teachers can customize
their face-to-face instruction to better meet the
needs of their students. An appropriate dose
of personalized online instruction frees up
the teacher “to become learning designers,
mentors, facilitators, tutors, evaluators,
and counselors to reach each student
in ways never before possible” (Horn
and Staker, 2015, p. 11). As suggested
by Horn and Staker (2015), when
some students are working with online
programs, teachers can work with smaller
groups of students and achieve the “ideal
of a tutor-like experience for every child
without added cost” (pp. 11-12).
In short, blended learning enhances student
outcomes by breaking out of the “factory-model
schools” that standardize teaching and testing
(Horn & Staker, 2015).
Reading Horizons software employs a competency-based curriculum which
allows students to progress only as they prove themselves competent to do so.
In addition, the reporting system allows teachers to view student progress and
use that data to customize their face-to-face instruction to attend to students’
areas of weakness. Reading Horizons is a powerful tool that accommodates
student-centered learning.
Teacher Mentoring
Blended learning is more than simply using technology in the classroom.
Furthermore, blended learning does not promote the use of online programs
as a substitute for face-to-face instruction by a teacher. Vaughn, et al., (2013)
promote the critical role of the teacher in a blended learning model when they
suggest that “the teacher in a blended environment is collaboratively present in
designing, facilitating, and directing the educational experience” (p. 3).
Blended learning must be implemented well in order to be effective. The
nature of online learning necessitates supportive student-teacher interaction
since verbal and non-verbal cues are often lost in online learning environments
(Cagiltay, K., et al., 2002). The role of the teacher in blended learning
environments is not passive. Effective blended learning environments do not
designate online programs to take sole responsibility for instructing students.
Rather, the teacher sees his/her role as an opportunity to mentor, coach, and
personalize instruction.
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6. The emphasis shift in a teacher’s role from knowledge provider to a coach
or mentor is significant. Smaller groups allow teachers to
engage, empower, and inspire students in experiential
learning activities that require problem solving
and critical thinking skills. In turn, teachers
have a greater capacity to improve students’
perception of learning, which leads to
increased motivation to engage in lifelong
learning. Furthermore, teachers are
able to build stronger relationships with
the students, which gives the teacher
insights to the students’ personal
struggles and personality needs. With
these insights and trust, teachers are
empowered to comfort and challenge
students through students’ personal
struggles that often serve as obstacles
to learning.
In summary, with frequent interaction with a
teacher in smaller groups, students receive the
individualized and personalized instruction they need
while developing relationships that inspire,
empower, and instill passion.
Reading Horizons provides effective resources to assist teachers with their
small group instruction to engage students in hands-on learning. As students
participate in these activities, and as students see success with the skills
practiced, their motivation to learn inspires lifelong learning.
Student Agency
Horn and Staker (2015) point out that “an important part of student-centered
learning is that students develop a sense of agency and ownership for their
progress and a subsequent ability to guide their learning [which]…translates
into an ability to become a lifelong learner”—a skill that is “necessary in
today’s rapidly changing world, in which knowledge and skills become outdated
quickly” (p. 10). Blended learning models include and emphasize this
student agency.
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7. With increased awareness of blended learning and more widespread use by
practitioners in the classroom, blended learning is still evolving and is being
defined with great variation (Graham, 2012). Despite this variation of how
blended learning is being defined, Horn and Staker (2015) explain the most
common models of blended learning in their book Blended. These models
of blended learning are described below with accompanying graphics and
examples regarding how Reading Horizons is implemented in the context of
each model to illustrate. (See Figure 1.)
Rotation Model
The rotation model is defined as a class, course, or subject in which students
rotate from one learning modality to another, at least one of which being online
learning. The rotation often consists of students either moving between online
learning, small-group instruction, and paper-pencil work, or moving between
whole-class instruction and online learning. Rotations have been employed in
the classroom for many years; however, including an online learning component
in the rotation is what makes this a blended learning approach.
Within the rotation model are four specific types of rotation: Station rotation,
lab rotation, flipped classroom, and individual rotation.
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Because online learning provides students with real-time feedback, students
are better able to self-direct their learning. Students can choose to learn at
a suitable pace, using a self-customized path, with instruction delivered at a
self-selected time and place, all of which assist with maintaining high student
motivation—a component of learning that is especially critical for older
students. Live teachers provide the mentorship and support to help students
develop their goals and reasons behind making these choices. Furthermore,
teachers help the students prioritize and plan to succeed. Then, perhaps most
critically, teachers provide students with accountability and encouragement as
students inevitably struggle with learning how to use their agency to succeed.
Reading Horizons software allows students to progress at their own pace and
spend more time on the skills they need to develop. Because of this approach,
students at a variety of different levels can use the curriculum to fill in gaps and
learn the skills needed to become more independent readers.
MODELS OF BLENDED LEARNING

8. 8
Station Rotation
In station rotation, students rotate within a classroom or set of classrooms.
Rotations may include, for example, individual learning using online learning
programs, small group direct instruction with a teacher, and independent work
at students’ desks. (See Figure 2.)
In K-3 contexts, Reading Horizons Discovery™ can be implemented easily into
the station rotation model in both mainstream classrooms and intervention
settings where computers or tablets are available.
FIGURE 1
BLENDED LEARNING MODELS
Adapted from Horn and Staker, 2015

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FIGURE 2
STATION ROTATION
In a mainstream classroom setting, students use the Reading Horizons Discovery
software program independent of teacher instruction. Different components
of the software can be assigned in various stations. For example, students
could be assigned during one or more of the stations to add words to the
Vocabulary Word Wall, to read stories in the Reading Library, to work on skill
lessons, or to take computer-administered assessments. As a variation to the
Vocabulary Word Wall found in the software, students could use the Reading
Horizons vocabulary app on a tablet. Additionally, software can be assigned for
homework, extending the learning environment from the classroom to
out-of-class settings for additional follow-up.
In addition to software and mobile apps, a variety of other direct instruction
materials can be used in other stations, including Reading Horizons Discovery
Little Books, Transfer Cards, Practice Pages, activities found in the Reading
Horizons Discovery Teacher’s Manuals for small-group instruction, games found
in the Games Supplement, flash cards, etc.
Adapted from Horn and Staker, 2015

10. 10
In an intervention setting, the software and materials outlined above can be
used with fewer students at a time and in fewer centers. Since direct instruction
is most effective in intervention settings, the Reading Horizons Discovery
direct instruction materials will prove to be especially helpful for students
with particular needs. A combination of both direct instruction materials and
software provides an ideal setting for the station rotation model as intervention
teachers are freed up to work one-on-one with individual students while the
other students are engaged on the software.
Lab Rotation
Lab rotation is very similar to station rotation. The key difference is that
students move to a computer lab for their online learning portion of instruction.
The impetus for using lab rotation versus station rotation is that the lab frees
up classroom space for other activities within the rotation model. Teachers
have used lab rotation for several years. The main difference in the current use
of this model is that teachers incorporate the online learning component into
their classroom lessons to create a more streamlined course. (See Figure 3.)
FIGURE 3
LAB ROTATION
Adapted from Horn and Staker, 2015

11. 11
The lab rotation model can be implemented into K-12
classrooms where Reading Horizons is used if
students have access to a computer lab at the
school. Although this model is common, it is
not ideal in most elementary classrooms
since K-3 classrooms often have to compete
with other grade levels and classes for lab
time. In most cases, time on the computer
is limited to the amount of lab time
available. Usually, a class of students is
scheduled in the lab for half an hour to
an hour each week. For Reading Horizons
Discovery users, the lab rotation model
would be most ideal for teachers who
want to use the software simply to assess
classroom learning, to assign a specific lesson
for a student to repeat and relearn, etc.
In intervention settings, students receiving
interventions typically have additional access to the
computer lab, so these students may have more time in the
computer lab than mainstream students to learn on the software. However,
these students most likely need more supervision than mainstream students,
so careful planning and teacher guidance in the computer lab during online
learning is necessary.
Flipped Classroom
In a flipped classroom, students learn the lesson content online independently
so that class time can be used to practice or discuss the concepts learned.
For example, students listen to lectures outside of class time, and students do
homework during class time with a teacher available to assist with questions
and guide student learning. This approach is significant because students are
involved in activity-based learning rather than passive learning. (See Figure 4.)
The flipped classroom model is commonly employed in secondary education
settings. The flipped model allows the teacher to use class time effectively to
ensure mastery and strengthen students’ areas of weakness. An example of
how Reading Horizons Elevate™ can be implemented in a flipped classroom
model is provided in the following paragraph.

12. 12
Students complete Reading Horizons Elevate software lessons outside of
class as homework according to a schedule prescribed by the teacher or as
the student self-directs. After students have completed designated software
lessons, teachers use class time to review the skill as a whole class. Students
actively participate in the review of the skill and demonstrate mastery of each
skill by engaging in dictation, using Transfer Cards, and completing optional
Enrichment Activities found at the end of each skill lesson in the Reading
Horizons Elevate Teacher’s Manuals. The Reading Horizons Student Workbook
can also be used in connection with the students’ online learning in a couple
of different ways. First, students could be assigned to complete accompanying
Student Workbook pages for homework as they complete each lesson on the
software. Or secondly, students could complete Student Workbook lessons in
class.
Individual Rotation
In individual rotation, students move to a variety of different learning modalities
based on student needs and interests. The students’ course is not prescribed
by a teacher or schedule but rather is customized for each student according to
individual needs. Teachers are available to expand on the information learned
online via face-to-face projects and discussions and according to students’
needs. (See Figure 5.)
FIGURE 4
FLIPPED CLASSROOM
Adapted from Horn and Staker, 2015

13. 13
FIGURE 5
INDIVIDUAL ROTATION
Central learning lab
In mainstream K-3 classrooms where Reading Horizons Discovery is used, the
Individual Rotation model can be an effective model of instruction to focus
on individual needs. For example, if students are weak in spelling, they would
be assigned specific skill lessons or practice with the Vocabulary Word Wall. If
fluency is a struggle, students could be assigned to read Little Books out loud
following the highlighted words in the Reading Library. Practice Pages, direct
instruction, and word and sentence dictation could also play into this rotation.
In K-12 intervention settings, the Individual Rotation model provides a higher
level of individualized activities based on each student’s IEP goals. This model
frees up intervention teachers to work specifically with each student while the
other students are on the computer learning Reading Horizons skills.
Adapted from Horn and Staker, 2015

14. 14
FIGURE 6
FLEX MODEL
Flex Model
A Flex model refers to courses where online learning is the
backbone of students’ learning experience, mostly taking place on a
brick-and-mortar campus, with teachers available to offer tutoring,
guidance, and off-line learning activities to enrich students’ online
learning experience as needed and on a case-by-case basis. The Flex model
is different than the Rotation model in that the Flex model begins with online
learning and adds teacher supports as needed, whereas the Rotation model
begins with a teacher-fronted approach and adds the online learning
component. (See Figure 6.)
Adapted from Horn and Staker, 2015

15. 15
In mainstream K-3 classrooms using Reading Horizons Discovery, the Flex model
is not likely used, unless students are engaged in an after-school program. In
K-3 intervention settings, however, the Flex model may be used by Reading
Horizons Discovery teachers who are collaborating and streamlining instruction
between different instructional settings, specifically instruction between the
Special Education teachers and the mainstream classroom teachers. The Flex
model would more likely be found to be part of the middle school and high
school curriculum of which Reading Horizons Elevate is a part.
A La Carte Model
The A La Carte model refers to a course that a student takes online while
attending a brick-and-mortar school. This model is the most common type of
blended learning employed at the high school level. Online courses, such as
foreign language classes that are not offered at the brick-and-mortar school, are
taken by high school students during study hall or after school. Although there
is no face-to-face component associated with the online course, this approach
is considered a blended learning model because students are engaged in a
blend of both online learning and brick-and-mortar schooling. (See Figure 7.)
FIGURE 7
A LA CARTE MODEL
Adapted from Horn and Staker, 2015

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Although the A La Carte model is mainly implemented in secondary education
settings, the A La Carte model of blended learning may be
implemented in K-3 mainstream and intervention
situations where Reading Horizons Discovery is
offered to parents who are seeking enrichment
courses for their beginning readers or
struggling readers.
Reading Horizons Elevate can be
implemented effectively in an A La Carte
model in middle and high school
education levels for students who need
additional help with the
foundational reading skills taught in
the Reading Horizons Elevate program.
Students can engage in the software in
isolation of teacher-guided instruction to
learn the skills needed and to fill in gaps. The
A La Carte blended learning approach is
appropriate for English Language Learners and
struggling readers at the middle and high school
levels who are attending a brick-and-mortar school with
students who may not need explicit instruction in these foundational skills.
Students who are in need of this instruction can be put on the Reading
Horizons Elevate software to learn the skills needed to become more
independent readers.
Enriched Virtual Model
The Enriched Virtual model requires students to have face-to-face instructional
sessions, but students are given the flexibility to complete the rest of the
classwork online from a location of their choice. This model differs from
fully-online schools where students are not required to attend a
brick-and-mortar school. This Enriched Virtual model differs from the Flipped
Classroom model because students are required to meet face-to-face with
teachers on a regularly scheduled basis. The Enriched Virtual model provides
needed support for students while allowing the flexibility of self-directed, online
instruction. (See Figure 8.)

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FIGURE 8
ENRICHED VIRTUAL MODEL
The Enriched Virtual model is less ideal for elementary settings and more ideal
for students in secondary education levels. Reading Horizons Elevate students
could engage in the software independently and then meet with teachers to
review and reinforce the skills learned in the software.
Adapted from Horn and Staker, 2015

18. CONCLUSION
Blended learning has great potential to help teachers better address students’
needs. Through a combination of online learning and more customized
face-to-face direct instruction, students experience student-centered learning,
teacher mentoring, and the opportunity to self-direct their learning. If teachers
were to embrace the blended learning approach and implement
it with fidelity, formal education would more effectively
serve as a launch pad to help students better
contribute to filling the needs of a
demanding world.
Reading Horizons is a perfect complement
to a blended learning approach with
its online learning component and
accompanying teacher-guided direct
instruction materials. Its
competency-based approach customizes
student instruction to ensure that
student-centered learning is taking
place. Its individualized instruction
and opportunities to self-direct learning
allow students to learn at their own pace.
In addition, the reporting system informs
teachers regarding how to better meet
students’ needs during whole-class and small group
instruction. A combination of these features comprised
in the Reading Horizons curriculum assists teachers with
helping their students better reach their potential and become lifelong learners.
Visit the Reading Horizons blog at www.ReadingHorizons.com where blended
learning will be discussed throughout the year.
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