Blended Learning: Lessons from Best Practice Sites and the Philadelphia Context

Publication Date: September 2015
Series: Blended Learning
Authors: Jessica K. Beaver, Brittan Hallar, Lucas Westmaas, Katie Englander

WHY THIS STUDY

Over the course of the last 10 years, policymakers and practitioners have turned to blended learning as a way to promote innovation, personalize the learning experience for students, and, ultimately, raise student achievement. Given these potential benefits of blended learning, PERC is conducting a three part study of blended learning.

WHAT THE STUDY EXAMINED

This research brief presents educators’ perspectives on blended learning implementation. Specifically, the study examines:

1) Best practices in blended learning implementation at four sites: New York City’s iZone schools; District of Columbia Public Schools (DCPS); Lebanon, PA School District; and E.L. Haynes Public Charter School in Washington, DC; and

 

2) The views of technology coordinators and teachers in the School District of Philadelphia and the city’s charter schools regarding the capacity of schools to implement blended learning models and strategies.

The work builds on a previous PERC research brief that examined the research base on blended learning.

RECOMMENDATIONS FOR BLENDED LEARNING

The Philadelphia Education Research Consortium makes its home at Research for Action,

a nonprofit education research organization.

100 South Broad Street, 7th Floor
Philadelphia, PA 19110

267-295-7760

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