Literature Review

Blended Learning and Station Rotation in Education

William Tavares

EDLD 5305

Lamar University

Introduction

     In the constantly evolving world of education today, one of the greatest challenges we face as elementary school teachers is meeting the unique preferences and needs of our diverse group of students while creating an engaging classroom environment. This challenge can be tackled by merging the efficiency of the Station Rotation Model with the adaptable Blended Learning approach. In this literature review, we will explore how a Blended Learning initiative that includes Station Rotation and other modalities can enhance classroom engagement, can address the preferences and requirements of students, and ultimately can impact educational outcomes.

Enhancing Classroom Engagement

     Research papers collectively suggest that the implementation of the Station Rotation model in blended learning can have positive effects on the level of engagement that students can achieve in elementary schools. According to Christina (2019), the Station Rotation model was found to enhance higher-order thinking skills in science education. In the same article, Christina (2019), also suggests that blended learning’s station rotation method can increase student engagement in several ways: 

Firstly, it allows students to explore the lesson independently and choose activities that interest them, which can increase their motivation to learn. Secondly, it provides students with a sense of control over their learning, which can increase their confidence and willingness to take risks. Thirdly, it allows students to work at their own pace, which can reduce boredom and frustration. Finally, it provides students with access to a variety of learning resources, including online technology, which can increase their interest and engagement in the learning process. Christina (2019)

     Implementing the Station Rotation model along with Blended Learning in an English language learning environment leads to a more engaging, flexible, and active learning (Nurkamto et al., 2019). In a study conducted by Truitt in 2018, they looked at third-grade students and found that they enjoyed the Station Rotation model because it had different activities, technology, and was fun for them. Building on this idea, Prouty (2014), highlighted the positive impact of blended learning tools, such as tablets, on student engagement and metacognitive skills. Further work by N. Ayob expanded on the impact of the Station Rotation model and blended learning and student’s achievements. 

     Ayob (2020), looked at research that had been done before and concluded that the Station Rotation model helped students do better in their studies. Students’ perceptions of a blended learning approach, combining flipped and Station Rotation models, were generally positive and supported their learning (Govindaraj, 2017).

     In 2018, Truitt suggests that implementing a blended learning Station Rotation model can increase student engagement by providing opportunities for students to work independently, collaboratively, and with digital content:

By dividing the class into three groups, each with a specific focus, students can engage with the material in different ways and at their own pace. The digital content station can help students learn more about a concept presented in the story via the use of technology, while the independent station allows students to read the text, answer questions, and complete projects. The collaborative group provides a space for students to work together on a project or problem. By incorporating a variety of activities and modes of learning, students will be more engaged and motivated to learn. Truitt (2018)

Addressing The Diverse Preferences And Requirements Of Students

     Blended Learning’s Station Rotation is a learning method that fosters higher order thinking skills and is able to meet all the students’ learning needs (Christina, 2019). Nugraha (2020), investigated the impact of station rotation blended learning on critical thinking skills in fourth-grade students and found a significant difference in critical thinking ability compared to conventional learning. In 2019, Soselisa conducted a study in a classroom, and they discovered that using station rotation in a class where students have different learning needs helped improve their advanced thinking skills, even for students who needed special support. 

     According to a study conducted by Dey in 2018 in India, they discovered that when disadvantaged students had access to a blended learning platform with the internet, it helped them learn better and also made them feel happier and healthier. In the same way, Suhartono (2017), talked about how blending different ways of learning can make it more fun and understandable for kids in elementary school, whether they can use the internet or not. Beukes (2019), states that students have particular likes and dislikes when it comes to different aspects of a complete mixed learning approach. These preferences change depending on how well the students are doing in their studies (Beukes, 2019). Additionally, Morgan (2020) stressed the significance of including blended learning activities to assist a wide range of students, including those who are English learners and students with disabilities.

     (Christina, 2019), mentions that Blended Learning using the Station Rotation model can help teachers respond to students’ learning needs by providing them with a more personalized and engaging learning experience:

This method can personalize learning by providing students with a variety of learning resources and allowing them to work at their own pace. The station rotation method also allows students to choose activities that interest them, which can increase their motivation to learn. Additionally, the Station Rotation method can create a more engaging and meaningful learning experience for students by providing them with access to a variety of learning resources, including online technology. (Christina, 2019)

     The Station Rotation model, as highlighted by Truitt in 2018, can be especially helpful for students who have varying learning speeds. She mentions that this approach lets them go through the material at their own pace. Furthermore, Truitt emphasizes that incorporating different activities and learning methods enables students to work at their own speed and in a manner that matches their learning preferences.

Impact in Educational Outcomes

     Tsetsos (2021), implemented a blended learning approach using open educational resources and found that students’ performance in language, mathematics, and science significantly improved compared to traditional instruction. Building on Prescott’s findings in 2018, which showed significant reading performance growth, especially in the early grades through a blended learning program for literacy instruction, Macaruso’s study in 2020 further supports the idea that blended learning leads to greater reading gains in elementary schools compared to traditional instruction. In the same way, Bagum (2022) also found that blended learning had a positive effect on students’ achievement in English writing skills at the elementary level.

     Research conducted by Miskiah in 2020 focused on creativity and activeness and found that blended learning was effective in improving these aspects in elementary school students.

     In Zeqiri’s study from 2021, they discovered that blended learning has an impact on how well students do and how satisfied they feel. This is especially true when it comes to managing courses and interacting with the material. Similarly, Napier’s research back in 2009 found that students who learned through a blend of methods did just as well as those in traditional classes, and they were pretty happy about it. López-Pérez, in 2011, saw that blended learning helped students stick with their studies and do better on exams. Furthermore, a study conducted by Owston in 2013 revealed that students who liked blended learning and did well in it were also more satisfied and engaged with their coursework.

     Blended learning can have a positive effect on student outcomes, according to Truitt (2018):

By providing personalized and differentiated instruction, blended learning can help students achieve mastery of content. The use of technology in blended learning can also help engage students and make learning more interactive and engaging. Additionally, by incorporating a variety of activities and modes of learning, blended learning can help students stay motivated and interested in the material. However, it is important to note that the success of blended learning depends on how it is implemented and the specific needs of the students. Teachers should carefully consider their students’ needs and learning preferences when implementing blended learning in order to maximize its impact on educational results.

     In his 2007 study, Vaughan found that students appreciate the advantages of a blended learning approach, such as increased flexibility and improved learning outcomes. However, at the start, they face challenges related to time management, taking on more responsibility for their learning, and using advanced technologies. Vaughan also highlights the benefits of blended courses, including improved teacher-student interaction, greater student engagement, a more flexible learning environment, and ongoing opportunities for enhancement. Building on this, Bouilheres’ research in 2020 aligns with these findings, as students recognize advantages in terms of engagement, flexibility, their online learning experience, and their self-confidence. Additionally, Fearon’s study in 2011 emphasizes the flexibility and support provided by blended learning, highlighting its positive effects on motivation, class interaction, and teamwork. Moreover, in a research conducted by Hesse in 2017, with a focus on K-12 classrooms, they concluded that blended learning not only enhances student engagement and achievement but also fosters positive perceptions of learning. It additionally promotes the development of valuable skills such as self-pacing and self-direction (Hesse, 2017).

Conclusion

     In summary, when we bring together the Station Rotation Model and Blended Learning, it creates an opportunity to make classrooms more engaging, accommodate students’ needs and preferences, and ultimately, influence their educational success. This combination doesn’t just customize the learning experience for each student; it improves their overall academic performance. By allowing students to explore, providing a sense of control, and accommodating different learning preferences, we’re creating an engaging and meaningful classroom environment. Moreover, this approach adapts to the diverse needs of students, cultivating the development of critical thinking abilities and supporting those with varying learning speeds or requirements. It makes learning fun and understandable, whether students have internet access or not, and assists a wide range of students, including English learners and those with disabilities. Ultimately, this combination of methods positively impacts educational outcomes. It enhances students’ performance in various subjects, from language to mathematics and science. Reading and writing skills see significant growth, and it fosters creativity and activeness among elementary school students. Furthermore, it leads to greater student satisfaction and engagement, supporting their journey towards academic success. 

     As education continues to evolve, our focus remains on making learning even better, with students’ learning experiences being our main priority.

References

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Bagum, M., Hina, Z., & Jamil, S. (2022). Effect of Blended Learning on Students’ Achievement in English writing skills at Elementary Level. Review of Education, Administration & Law, 5(3), 461-471.

Beukes, B., Barac, K., & Nagel, L. (2019, June). Student Preferences within a Holistic Blended Learning Environment. In EDEN Conference Proceedings (No. 1, pp. 276-290).

Bouilheres, F., Le, L. T. V. H., McDonald, S., Nkhoma, C., & Jandug-Montera, L. (2020). Defining student learning experience through blended learning. Education and Information Technologies, 25, 3049-3069.

Christina, S., Rusijono, R., & Bachtiar, B. (2019). The application of blended learning’s station rotation method in elementary school’s science education to improve higher order thinking skills. Dinamika Jurnal Ilmiah Pendidikan Dasar, 11(2), 79-85.

Dey, P., & Bandyopadhyay, S. (2019). Blended learning to improve quality of primary education among underprivileged school children in India. Education and Information Technologies, 24(3), 1995-2016.

Fearon, C., Starr, S., & McLaughlin, H. (2011). Value of blended learning in university and the workplace: Some experiences of university students. Industrial and Commercial Training, 43(7), 446-450.

Govindaraj, A., & Silverajah, V. G. (2017, December). Blending flipped classroom and station rotation models in enhancing students’ learning of physics. In Proceedings of the 9th International Conference on Education Technology and Computers (pp. 73-78).

Hesse, L. (2017). The effects of blended learning on K-12th grade students.

López-Pérez, M. V., Pérez-López, M. C., & Rodríguez-Ariza, L. (2011). Blended learning in higher education: Students’ perceptions and their relation to outcomes. Computers & education, 56(3), 818-826.

Macaruso, P., Wilkes, S., & Prescott, J. E. (2020). An investigation of blended learning to support reading instruction in elementary schools. Educational Technology Research and Development, 68, 2839-2852.

Miskiah, M., Suryono, Y., & Sudrajat, A. (2020). The Effects of Blended Learning on Elementary School Students’ Creativity and Activeness. Universal Journal of Educational Research, 8, 3958-3964.

Morgan, J. J., & Spies, T. (2020). Integrating blended learning in middle school ELA classrooms to support diverse learners: Lessons learned. Journal of School Administration Research and Development, 5(1), 44-51.

Napier, N. P., & Smith, S. (2009). Assessing blended learning: student outcomes and perceptions. AMCIS 2009 Proceedings, 259.

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Nurkamto, J., Mujiyanto, J., & Yuliasri, I. (2019). The implementation of station rotation and flipped classroom models of blended learning in EFL learning. English Language Teaching, 12(12), 23-29.

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Prescott, J. E., Bundschuh, K., Kazakoff, E. R., & Macaruso, P. (2018). Elementary school–wide implementation of a blended learning program for reading intervention. The Journal of Educational Research, 111(4), 497-506.

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Soselisa, C. M., & Bachri, B. S. (2019, December). Station Rotation Method Based on Differentiated Instruction to Improve Higher Order Thinking Skills. In 3rd International Conference on Education Innovation (ICEI 2019) (pp. 176-179). Atlantis Press.

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Tsetsos, S., & Prentzas, J. (2021, December). A Blended Learning Approach Supporting the Improvement of Primary School Students’ Performance. In 2021 International Conference on Computational Science and Computational Intelligence (CSCI) (pp. 953-958). IEEE.

Vaughan, N. (2007). Perspectives on blended learning in higher education. International Journal on E-learning, 6(1), 81-94.

Zeqiri, J., Kareva, V., & Alija, S. (2021). Blended Learning and Student Satisfaction: The Moderating Effect of Student Performance. Business Systems Research: International journal of the Society for Advancing Innovation and Research in Economy, 12(2), 79-94.