This document provides an overview of a research proposal examining the successful implementation of a blended learning environment. The proposal discusses: 1) The shift to more flexible learning environments that integrate online and face-to-face learning through a learning management system. 2) Research questions that will examine the benefits of blended learning, elements of a thriving blended classroom, pedagogical considerations, and ensuring successful implementation of a new LMS. 3) A review of literature on topics like partnerships between home, school and community; the effectiveness of online versus blended learning; implementing constructivist pedagogy with technology; and critical factors for computer-mediated collaboration and LMS implementation.

1. 21st Century Learning: Successful Implementation of a Blended Learning Environment
Research Proposal
Sarah Richer
23187107
ETEC 500 65C: Research Methodology in Education
University of British Columbia
April 5, 2013

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Introduction
The use of computers and blended learning in education requires a paradigm shift of thinking in
the educational system. Educators now approach their role in learning as guides and mentors as
classrooms shift into more flexible environments. Students are now learning in a variety of ways and
content is being enriched and is extending past the walls of the classroom and beyond the hours of the
school day. The spread of Internet use has greatly increased the quality of digital resources in our class
and learning extends itself into the community. The power of media and communication technologies
are increasingly becoming important aspects to all of our lives. Children today are growing up in the
digital age and need specific skills that are geared toward a new global economy.
In the future, blended learning is likely to emerge as a dominant model of teaching as it strives
to successfully prepare our students for further education and future careers. Blended learning refers to
a teaching method that integrates face-to- face as well as an extension of learning through online
opportunities. In a blended environment, different delivery modes of learning work together to help
enhance and extend upon communication, construction of knowledge and building a sense of
community. It consists of face-to-face (f2f) meetings, weekly online and in class assessments,
synchronous (real time) chat, asynchronous discussions (learning occurs at different times, self paced)
and e-mail. The students are the centre of the learning model and the objective of learning is to focus
on the process as compared to the delivery of the content. The blended learning model strives to
enhance the skills of creativity, collaboration, critical thinking, and communication (four C’s) by
amalgamating them into academic instruction on a daily basis. The infusion of the four C’s
through a blended learning environment creates individuals that develop into successful and
innovative leaders of tomorrow.
Problem Statement
The purpose of this study is to contribute to educational practice by recognizing the
fundamental shift that instructional technology is introducing within K-8 pedagogy and in classroom
environments. The participants are students and educators in upper elementary (grade 7 & 8) sector and
the research examines the implementation of a Learning Management System (LMS) called
“desire2learn” as well as student and teacher perceptions regarding the new learning environment. The
main focus is on perceptions of the learning environment; critical factors that lead to the integration of
the four C’s within the LMS and f2f environment and support systems that are conducive to its success.
Research questions:
1. What benefits does a blended learning environment have as compared to only face-to-face (f2f)
instruction?
2. What characterizes a thriving blended classroom?
3. What elements of pedagogy should be considered in the context of a flexible learning environment?
4. How can we adapt "best" practices to the implementation of a blended learning environment?
5. How can educators ensure the successful implementation of a new learning management system?

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Critical Review of the Literature
Current literature examines the importance of partnerships within our home, school and
community while focusing on the outcomes of a fully online or blended learning environment and
student perceptions regarding these types of communities. Various studies consider a new type of
pedagogy developing because of the implementation of new technologies and consider how these
technologies are benefiting student learning as well as teacher effectiveness. By understanding a new
way of thinking for both the educator and the student, it is important to also consider how delicate this
new shift is. As learning environments shift, the way in which a Learning Management System (LMS)
is implemented requires more than just logging into a system and getting started. Educators and
students require support, motivation and additional time to understand and implement new
technologies.
Partnerships in Schools
Epstein & Sanders’ (2000) field study explores the overlapping influence of home, school and
the community on children’s development. The chapter summarizes results from various studies and
presents issues that need attention and further research. Over the years, very lit tle emphasis has been
placed on the implementation of partnerships within schools. Epstein & Sanders (2000) argue that
studies demonstrate that although the home, school and community play a significant role in students
success, the three influences know little of each others needs, wants and objectives. Findings explore
the influence of demographic and economic factors of families and how parents with less formal
education and lower incomes are only successfully involved if schools design a program of partnership.
“If schools invest in practices to involve families, then parents respond by conducting those practices,
regardless of underlying factors (Epstien & Sanders, 2000, p.289). Through the implementation of a
partnership program, ordinary practices turn into promising ones. Epstein & Sanders (2000) also
explore topics for new studies and focus on the benefits of a consistent system from grade to grade,
from elementary to high school and even reenter ing school after summer break. If there were similar
systems across schools then transitions and partnerships will remain strong. All in all, the students are
the centre of the learning model. Overtime, learning has shifted into the hands of the student, which
will in turn increase student independence and positive outcomes. The blended learning model
provides an opportunity for partnerships to overlap and a chance for all students to connect the home,
school and community into their lives.
Current Research
Currently, a small number of studies have been conducted on the effectiveness of online
learning for K to 8 students, as compared to the multiple studies at the university and graduate levels.
Means, Toyama, Murphy, Bakia & Jones (2010) focus their comparative study on 46 empirical studies
between the years of 1996 and 2008 of online practices for K to 12 students. The researchers compare
different variants of online learning through a narrative synthesis of face-to-face instruction (f2f)
compared to online learning, the combination of the two learning styles in the classroom as well as
effective practices for online learning. The comparative study demonstrates that there is little statistical
difference with studies comparing f2f and online instruction as well as individualized learning,
however, the way educators have implemented online activities appear to have an impact on overall
learning outcomes.
Literature suggests that if students are in control of their interactions with media and prompting
through reflection, online learning can be enhanced. The studies demonstrate that online peer-to-peer
learning provides scaffolding for learners and students can benefit greatly from embedded feedback.
Through the analysis of studies, it is evident that there is a need for more research examining the

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effectiveness of online learning for different types of learners as well as the variation of online
practices. Researchers concluded that blended learning programs that include both f2f and online
learning are more effective than either approach by itself. This conclusion reinforces the need for
additional studies to examine effective teaching practices for incorporating digital content into learning
as well as successful steps in implementing an online learning management system.
Implementing New Pedagogy
The constructivist theory is an approach to education that places emphasis on the construction
of knowledge through the thoughts and ideas of others. Hämäläinen & Häkkinen’s (2009) case study
highlights the need for teachers to support, structure and facilitate student in collaborative groups and
the beneficial effects of computer supported collaborative learning (CSCL). The researchers focus the
study on how “collaboration can be supported by technology to facilitate joint construction of shared
understanding, meaningful knowledge and expertise among the group and the community”
(Hämäläinen & Häkkinen, 2009, p.871). Conclusions from the literature review indicate that
appropriate instructional approaches as compared to minimally guided instruction need to be
emphasized when guiding students in technology enhanced environments. Hämäläinen & Häkkinen
(2009) believe that within the CSCL model, the students are the centre of the communication and
collaboration scripts built in by teachers help to scaffold learning through structured interactive
processes. Studies demonstrate that guided conditions through macro-scripts provide general ideas of
how to set up a problem or interact as compared to, detailed guidance or specific activities.
The case study explores teacher education students learning through asynchronous discussions.
The research goals of the study examine the difference between the “ideal” script and the “actual,
realized” script (what actually happens) online, how different groups vary in the same scripted
environment and identifies group processes. The main issues that emerge are unequal participation
from group members and a lack of positive feedback in some of the groups. These issues are also
present within face-to- face collaboration and can be a challenging task for the teachers. Hämäläinen &
Häkkinen (2009) report that different levels of support with group interactions are essential for
different groups. Teachers need to use tools and models that help to organize and manage collaborative
learning environments in order to enhance communication. The study concludes that key factors to
high levels of collaboration with students are their willingness, effort and ability to take on independent
responsibility.
Students are the centre of communication and the way in which they identify and trust the
community is a critical factor to
successful learning. Social presence is
defined as “a measure of the feeling of
the community that a learner
experiences in an online environment”
(Remesal & Colomina, 2013, p.358).
Teachers can mediate social presence
through teaching and cognitive presence
to create positive and meaningful
relationships online. According to
Remesal & Colomina (2013), educators
need to understand and implement the
community inquiry model (figure 1) and
use communication tools that uphold
social presence.
Figure 1

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Remesal & Colomina’s (2013) case study examines student teachers participation in a blended
learning environment. The participants carried out a computer supported collaborative writing activity
in small groups. The purpose of the study was to redefine the concept of social presence through group
interactions during a 6-week period. Remesal & Colomina (2013) conclude that educators need to
approach the concept of social presence with a multidimensional measure in order to create better
learning experiences. Social presence is an interactive construction made through a group and is not an
individual experience. Each task should be understood as a shared and collaborative assignment while
each group continuously recreates itself as it works through the task. Remesal & Colomina (2013)
create a system of categories in social presence that demonstrate underlying affective and motivational
factors which are necessary to support interaction and learning throughout each group task. The results
of the study indicate that the role of the educator in the creation and sustainment of a supportive
collaborative atmosphere is to balance and create groups that effectively support one another and
provide the emotional motivation.
Critical Factors with Computer-Mediated Collaboration
Chan, Looi and Tan’s (2010) case study focuses on grade 5 students using different
communication modes in a blended learning environment to share information, construct knowledge
and create meaningful connections. The students were engaged on a science task in which they
collectively worked together to solve a problem by adding their ideas and sharing knowledge through
technology called Group Scribbles (synchronous task). Ideas were constructed independently and
shared with the community to solve one common problem, which helped to foster interdependence.
Students were allowed to view their group’s ideas as well as the construction of knowledge happening
among the other groups. Through computer-mediated communication (CMC), students have a
platform in which they are able to create and store their knowledge, have more time to develop and
extend ideas and are allotted additional time and space compared to the regular face-to-face (f2f)
classrooms. Effective CMC environments increase interactions not only among the students, but also
the instructors and the concepts being taught. Based on the ideas of Chan, Looi and Tan (2010),
CMC’s aim to facilitate constructive thinking in connection with f2f interactions while building a sense
of togetherness and improving the quality of learning. Findings suggest that f2f instruction at school
enhances student communication by connecting through networked technology.
Student’s perceptions of online collaborative experiences play an essential role in successful
learning outcomes and overall satisfaction. So & Brush’s (2007) study examines 48 graduate level
students and their perceived levels of collaborative learning, social presence and overall satisfaction in
a blended learning environment. The study focuses on 3 types of interaction variables: learner to
content, learner to instructor and learner-to- learner and identifies critical factors associated with these
interactions. Since CMC tools play an important role in facilitating the group learning process, So &
Brush (2007) emphasize the need for increased structure for collaborative tasks and multiple channels
for communication to accommodate different learning styles.
So & Brush (2007) focus on the theory of social constructivism which indicates that learners
construct knowledge through the process of negotiating with others. Vygotsk y’s Zone of Proximal
Development model demonstrates how cognitive development is highly dependent on collaboration
with more knowledgeable others (MKO). According to Vygotsky, learning happens when a student
applies a task with adult guidance or peer collaboration while trying to solve the problem
independently. It is within this zone that the learning occurs. Technology mediums “can have a
negative effect on forms of interaction particularly when learners are unfamiliar with the
communication technologies used to deliver instruction” (So & Brush, 2007, p. 319). With appropriate
guidance from teachers and peers, learners are able to develop social functions and ways to
communicate needs within a CMC environment.

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The case study found that “blended learning environments can have a different impact on
students depending on the pedagogical richness, access to knowledge, social interaction, personal
agency, cost effectiveness and ease of revision” (So & Brush, 2007, pg322). Findings suggest that
educators need to understand the importance of motivation and self-management skills as well as
placing more emphasis on self-regulated learning. Subsequently, So & Brush (2007) found that
student’s poor time management skills rather than the technologies was a significant obstacle. It is
necessary to understand that blended learning environments need to be successfully integrated or no
significant gains in learning, even a decline has the potential to occur.
Implementation of Learning Management Systems
A Learning Management System (LMS) uses synchronous and asynchronous tools to facilitate
learning online such as a discussion board, files, email, announcements, assessments and multimedia
elements. Current research focuses on the comparison of the features rather than the successful
implementation of a LMS. Studies also focus on the impact LMS has on distance/online learning as
compared to blended learning environments and most studies are based on higher education initiatives
where students already have more affordances with online learning.
Black, Beck, Dawson, Jinks & DiPietro (2007) explore the challenges an education system
faces when adopting a new LMS. The researchers identify 5 characteristics that provide suggestions on
how to increase successful implementations of innovative systems.
Compatibility:
The LMS needs to be consistent with present values, past experiences and the needs of the
education system as well as the users. The system requires the support of not only the students, but the
teachers, administration and parents to be fully successful. A specific plan of how the LMS
implementation and possible changes will help to structure the smooth transition into the new system.
The LMS must also address multiple pedagogical styles and provide training on how to support
educator’s instructional methods on the new system.
Relative Advantage:
It is important for all participants to perceive the new system as superior to the previous way of
learning. The LMS is more likely to be adopted when viewed as more effective or efficient compared
to only face-to-face instruction. Excessive prep time to create and implement the LMS can decrease
the positive responses to the system.
Trialability:
Educators using the system should be given the opportunity to interact with the LMS before
adapting the style on a permanent basis. The LMS needs to be introduced in phases and implemented
in schools where success is most likely. With success, the chance of adoption is increased.
Observability:
The degree to which the LMS is succeeding or failing is communicated through participants and
can have a direct impact on the implementation of the system. Setting up opportunities for participants,
not just educators, but students, parents and administration to share positive experiences and stories
helps to build upon the successful integration of a LMS. Support is also needed of users when they
encounter problems with the system in order for implementation to remain positive.

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Complexity:
A LMS that is easy to use and implement offers more appeal for the users. When users
encounter problems, support should be readily available not only in the beginning but throughout the
implementation cycle.
Gautreau (2011) claims that an educator’s level of motivation toward a new LMS is a key
element in their decision to learn and implement technology into their teaching. Numerous studies
defined motivational factors as the availability of resources, ample training, an array of opportunities to
use the technology and a committed support system. Gautreau (2011) suggests that the needs of
educators are vastly different and school boards need to conduct formal assessments that can identify
the needs of the educators as pertaining to the new LMS through surveys, focus groups and individual
interviews. Gautreau’s (2011) study of motivational factors influencing university level faculty
demonstrates that administrative encouragement and support to adopt new techno logies is critical factor
to the implementation of a LMS.
Synthesis of Literature
Current research demonstrates a strong need for our schools to invest in educational practices
that involve families and the community. With the implementation of a new learning management
system classrooms have the opportunity to connect their school life to home and to a community of
learners. Parents can now become involved within their children’s education and create connections to
concepts being taught in class. If the board has one specific LMS that is consistently adapted
throughout the schools, students, parents and educators will find transitions easier between grades and
even schools.
Since research demonstrates the importance of developing a strong social presence both online
and f2f as well as offering a non-threatening environment for discussions, educators, students and
parents need encouragement and motivation to transform and shift their way of thinking into new ways
of learning. Through positive interactions and equal distribution of work, student’s motivation within
the learning environment will increase. It is important for educators to understand how to facilitate
these interactions and to continue building upon an inclusive community.
Previous research exhibits very little studies on blended learning within the elementary years.
In order to validate previous findings, additional research needs to concentrate on a variation of ages
and factors that lead to successfully implementation of a blended learning environment. When
developing studies, researchers need to focus on the process of learning as compared to the output. It is
also essential that that educator and student perceptions at the k to 8 levels be examined as most studies
concentrate on post-secondary and graduate levels of learning.

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Research Method
Methods
Primary data will be collected to quantify data through pre and post surveys on technology
usage and perceptions as well as recording levels of participation in the desire2learn platform.
Qualitative methods will be used throughout the study to establish a deeper understanding of pedagogy,
motivational factors and perceptions through analysis of observations, interviews, and small focus
groups.
a. Participants
i. The participants in the study will consist of approximately 100 students in grade 7 and 8 as
well as four female intermediate level teachers at St. Timothy Elementary School in
Mississauga, Ontario.
ii. The participants will be implementing a blended learning initiative with a new Learning
Management System called desire2learn. The teachers, parents and the students are new to
this type of LMS and will be working toward establishing a thriving learning environment
through socio-constructivist teaching methods in order to successfully create a blended
learning environment.
iii. Educators are recruited through a new technology initiative that is ministry driven. Students
are asked to participate in an online environment in connection with inquires happening f2f in
the classroom. Learning will be continuous and all participants will be required to sign a
confidentiality form at the start of the study.
iv. In action research, researchers are also participants, which may create some ethical issues due
to personal influences during the data collection stage. The study may require an outside
support researcher such as administration or board personnel to share feedback and findings
with a larger audience and discuss issues in facilitating teacher progress. In most research,
observers do not try to change the environment in which they are studying, however, in this
study, participants will consciously trying to change and improve their own teaching and
learning over the course of the year.
b. Instruments or Materials
A triangulation of methods will be used in the study to build on and strengthen the findings that
exist between qualitative and quantitative research used.
i. Surveys will be distributed at the start and end of the study and rating systems will be used to
evaluate the findings. The first survey will identify different personal attitudes toward online
learning and participation. The second survey will focus on social presence online built upon
online communication and the interactivity among participants.
ii. Observations and discussions will occur throughout the study involving students and
educators. The focus of the discussions will pertain to personal experiences and reflections
with the desire2tolearn Learning Management System. Notes will be taken and analyzed by
coding for themes that focus on changing perceptions and abilities.
iii. Mid way through the study a focus group of 8 to 12 students from both 7th and 8th grade with
a range of learning levels will be interviewed. The interviews will focus on experiences,
perceptions, benefits and challenges encountered while using desire2learn.

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iv. Throughout the study, the level of student participation and interaction will be continually
recorded to attempt to find correlations in the level of communication.
c. Procedure
i. The study will take place in an elementary school setting as well as an online learning
management system called desire2learn.
ii. The students will be engaging in collaborative tasks, discussions and assessments with the
desire2learn LMS and in class as well as pre and post surveys. A small group of students will
participate in small focus interviews about perceptions, experiences and suggestions. The
intermediate teachers will also be participating in the pre and post survey as well as designing
and facilitating the desire2learn platform and f2f collaboration sessions. They will be
continuously planning and discussing how to use and improve learning within the LMS while
finding beneficial methods to bring the learning online into the classroom. Since
administration will not be directly engaging with the desire2learn LMS, they can view data
from a less connected stance, thus they have the ability to help facilitate discussions
pertaining to the successes and challenges of the implementation. Feedback/suggestions will
be provided to guide growth and development with the new integration of online and socio-constructivist
teaching methods.
d. Research Design and Analysis
An analysis of the perceived effectiveness of the desire2learn LMS from students,
teachers and management perspectives is essential in understanding how a new LMS is
successfully implemented into an elementary school environment. A triangulated research
strategy that incorporates both quantitative and qualitative data collection techniques is
necessary due to the ethical need to confirm the validity of the processes involved. By
achieving understanding of the blended learning environment through multiple sources of data,
less subjectivity can occur in the findings.
i. Surveys: A rating system on closed-ended questions will be used to evaluate answers on the
pre and post survey questionnaires and answers will be tabulated one by one into an excel
spreadsheet to analyze comparisons. Open-ended questions will be coded according to
patterns found in the responses. Data will be analyzed using descriptive statistics with a focus
on measuring the central tendency during tabulation.
ii. Observations: Written descriptions of in class and online discussions will be used to assess
changing perceptions over time. Observations will be analyzed using the process of mapping
antecedents (i.e., causes) and consequences (i.e., effects) in order to identify casual
relationships with the literature review and to suggest how findings may influence future
research.
iii. Interviews: Responses in interviews will be audio recorded and coding theories will determine
reoccurring or new patterns in practice and perception. The research seeks to identify
categories that produce similar thoughts and ideas.
iv. Focus Groups: Teachers and students will meet in separate groups to focus on the
development of learning and communication within the desire2learn platform. Information
from focus groups will help to guide successfully implementation of the LMS. During the
meetings, visual displays will be presented called “think displays” and groups will attempt to
understand and extend upon aspects of the blended learning model.

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v. Level of Participation: The level of interactivity will be analyzed using descriptive statistics
focusing on the usage frequency of the learning management system.
Schedule of Activities
The study will begin with pre surveys conducted with students, parents and teachers in
September 2013. Students will begin using the LMS at the start of the school year and full
implementation will begin in October 2013. Participation with the desire2learn platform will be
recorded on a weekly basis. Discussions and observations with students, teachers and administration
will occur throughout the year as well as planning/collaboration sessions with the intermediate teaching
team. The student focus group will begin in January 2014 and will occur biweekly until the end of
March. Interviews with selected students and teachers will happen towards the end of the study in
April 2014. Finally at the end of the study, a post survey will be given to students, parents and teachers
in May 2014.
Discussion
The proposed study focuses on how elementary teachers can effectively implement a blended
learning environment so that students are given the opportunity to demonstrate learning through
different modes as compared to more traditional environments. Blended learning environments provide
students and teachers with the best tools to create an ideal learning environment and have the potential
not only to improve education but also to transform learning in the process.
By investing time in studying the implementation of a new LMS through perceptions, design
and learning curves along the way, the study aims to gather evidence that supports a blended learning
model and an enhancement in the process of learning. It supports differentiated instruction and fosters
creation, collaboration, critical thinking, and communication (four C’s). The focus is on the
performance of teachers and students rather than the procedure of the learning model. Blending
learning with other academic subjects is not a new concept in education, however as technology
advances, the education system is faced with the challenge of a new guiding design principle.
Research indicates that with the guidance of educators and appropriate design of blended
learning environments, students demonstrate positive academic outcomes. Factors that educators need
to take into consideration when designing and implementing a LMS are ways in which students can be
motivated to participate and methods that promote positive feedback from not only the teacher, but also
the community of learners. The careful consideration of balanced groupings that support one another
and facilitating time management skills are critical elements to successful implementation. Educators
as well as students need to be motivated to participate and implement a new learning system.
The ability to be able to understand the purpose for choosing a tool, what the right tool is to use
and under what circumstance it needs to be used is imperative for both the educator and the student.
When designing a blended learning environment, educators need to recognize that it involves more
than just transferring over the f2f content to the online component. Educators should consider what
students are capable of completing independently and how to evoke thoughtful conversation through
online tools. The online and f2f aspects of learning are now integrated and should not be separate from
one another.

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References
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