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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 Implementation Objectives

Ongoing measurement activities require a shift in what we do at the classroom level in order to continue answering questions and disseminating evidence that can be used in implementation. The measurement implementation objectives outline strategies that enable the responsive implementation of evidence-based blended learning practices in constantly changing contexts.

This is enabled when:

  • educators, decision-makers, funders and others support classroom openness to continuous measurement of blended learning practices; 

    • making appropriate adjustments to implementation as necessary; the sharing of findings outside of their own context; and 

    • measurement activities that can support causal claims and be more broadly applied to varying teaching and learning contexts; and

  • researchers continue to measure blended learning contexts and practices and make appropriate recommendations for practice; and share their findings broadly both within and outside the academic community.

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