Assessing Digital Learning
​
Collaboration Group
Veronica Balli, Erika Peña, and Ileana Reyna
​
Introduction
Blended learning is a student-centered, formal education program where students experience online learning that is integrated with instruction at a brick-and-mortar location (Horn & Staker, 2015). In a blended learning model, students’ online learning experiences must offer them some element of control over the time, place, path, and/or pace of their learning (Arnett, 2021). In other words, students may choose when, where, what, and/or how fast or slow they are learning. They have the power to pause, rewind, or fast-forward instruction based on their unique needs. Blended learning offers the best of both worlds, allowing schools to integrate 21st-century instructional models, such as time and space, flexibility, self-pacing, digital content, and increased personalization into an adult supportive environment (McLester, 2011).
​
As we began to implement a blended learning model during the 21-22 school year, our main goal was to increase student engagement and motivation in order to create personalized learning opportunities in a student-centered classroom. This school year, our Dyslexia students and a 4th-grade classroom integrated new adaptive learning platforms within a blended learning environment to assist in closing academic gaps caused by the Covid-19 pandemic.
​
Lexia CORE5 and I-ready provided students with personalized learning paths that increased student engagement and motivation while shifting from a teacher-centered model to a student-centered classroom. Lexia CORE 5 and I-ready both provided students with personalized literacy instruction that allowed students the freedom of path and pace.
​
i. What is the topic of your action research?
We chose to research our district's adaptive learning programs, Lexia Core5 and i-Ready. As we moved towards a blended learning model, these two programs provided students with the opportunity to learn at their own pace and on their level. These programs along with teacher-led small group interventions, differentiated instruction based on students’ unique needs while promoting growth and motivation.
ii. What is the purpose of your study?
Our action research will analyze whether the use of Lexia Core5 and i-Ready adaptive programs during the 2021-2022 school year helped close learning gaps, leading to higher motivation and student growth.
iii. What is your research question?
-
Did the usage of the Lexia Core5 adaptive program promote higher motivation and academic growth in our 4th-grade Dyslexia students?
-
Did the usage of the i-Ready adaptive program promote higher motivation and academic growth in our 4th grade Reading students?
iv. A. What is your research design (Qualitative, Quantitative, or Mixed Methods)?
a. Mixed Methods
​
B.Why did you choose this design?
a. Lexia Core5 data, i-Ready data, and STAAR scores are great quantitative ways to measure overall academic growth.
b. To measure whether students felt more motivated to learn with the help of using adaptive programs, we plan to interview students individually and also have them fill out polls and surveys regarding the use of Lexia Core5 and i-Ready.
V. What data will collect?​
a. Types of Measurements
i. Lexia Core5 Data (Quantitative)
ii. i-Ready BOY, MOY, EOY Data (Quantitative)
iii. 2022 4th grade STAAR scores (Quantitative)
iv. Student Interviews (Qualitative)
v. Polls/Surveys (Qualitative)
​
VI. What is the focus of your literature review?
a. What is blended learning?
b. Different models of blended learning
c. Benefits of blended learning
​ i. Personalized and targeted instruction with the use of adaptive programs, specifically Lexia Core5 and i-Ready
d. Importance of proper implementation
Links to Innovation Project on our e-Portfolios:
​
Resources:
​
Arnett, T. (2021, September 16). Wait: are schools actually doing blended learning? Christensen Institute.
https://www.christenseninstitute.org/blog/wait-are-schools-actually-doing-blended-learning/?_sf_s=blended+learning
​
Horn, M., Staker, H. (2015). Blended: Using disruptive innovation to improve schools. Jossey-Bass A Wiley Brand.
McLester, S. (2011, October). Building a blended learning program. District Administration, v47 n9, p40-42, 44, 46–48, 53 Oct
2011. https://eric.ed.gov/?q=Building+a+Blended+Learning+Program+McLester%2c+Susan&id=EJ962531
​
​
​
​
​​