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There is much still to be learned about if, how, and when blended learning is effectively implemented in K-12 settings. Implementing evidence-based practices requires multiple stakeholders to take coordinated action utilizing a breadth of knowledge and skills traditionally associated with very different roles and responsibilities. Doing what’s best for students requires typical good research and measurement practice to be applied in this sector.

Because of the rapidly innovative nature of blended learning, researchers need to take a particularly applied view of generating evidence, and implementers need to be particularly proactive about asking the questions they need answered in order to do their jobs. Both groups also need to ensure that their expectations for evidence match the maturity of implementation and the length of time required to find some answers. (View our Powerpoint about the challenges of measuring blended learning.)

Blended Learning Measurement Agenda

The Learning Accelerator has developed a “measurement agenda,” which outlines the skills, knowledge, and activities necessary for stakeholders to build our evidence base and advance our collective understanding of blended learning’s effectiveness. The strategies contained in this agenda are primarily focused on the teaching and learning happening at the classroom or school level, and the four parts fit together like puzzle pieces to complete the picture of evidence.

These strategies were developed in partnership with multiple stakeholder organizations.

Measurement Dissemination Goals

In order for evidence-based practices to benefit students, evidence needs to be clearly and accurately communicated within and across stakeholder groups. Everyone needs to know what the current evidence is, what the implications of current evidence are for decision-making and implementation, and what new questions are being worked on. The measurement dissemination goals outlines strategies that enable the flow of data back and forth between research and practice.

These strategies are supported when:

  • Educators consume evidence and implications in various forms, from various sources, and appropriately apply it to their own students, teachers, and contexts in order to advance understanding of if, when, and how blending learning is effective; and understand if blended learning is meeting their own teaching and learning needs.

  • Researchers share research findings and implications of these findings in various forms, and in ways that allow non-researchers to interpret this evidence appropriately as it applies to their own students, teachers, and contexts.

  • Decision-makers, funders, and others take an evidence-based approach to determining which systems, models, and policies to support in order to best meet their community’s teaching and learning needs.

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