Time to engage: Implementing math and literacy blended learning routines in an Indian elementary classroom

Abstract

In blended learning classrooms, children access digital curriculum and receive traditional instruction in a physical setting hence implementing intricate blended learning requires working closely with teachers to help them determine rhythms and patterns for their classrooms. The purpose of this study was to investigate the effects of blended environment on students’ classroom engagement and to study its potential in unprivileged classrooms. Design-based research methods were used with 40 children from a fourth-grade standard class in an Indian elementary school. These methods included gathering and analysing data in several cycles. Quantitative data were collected through classroom observations for nine weeks where student engagement data was gathered and recorded. Interviews with four teachers were also conducted to collect information about the experience of introducing and implementing blended learning in their classroom. The findings revealed that blended learning ambience increases students’ classroom engagement in an elementary classroom when teachers were supported with necessary proficiencies. Overall, the time spent in a blended learning environment had a positive effect on children’ classroom engagement irrespective of gender and these effects emerged during nine weeks. The implication is that blended learning is potent in bringing positive changes in students’ classroom learning engagement provided teachers getting necessary encouragements, even in schools with low technological infrastructure and underprepared but willing teachers.