Article Review #3 - EDU 6250

Wang, Y., Han, X., & Yang, J. (2015).  Revising the blended learning literature: Using a complex adaptive systems framework.  Educational Technology & Society, 18(2), 380-393.

Summary

            This article provided a literature review of blended learning and subsequently proposed a framework for blended learning that incorporates elements of complex adaptive systems theory.  The literature review indicated the effectiveness of blended learning and its positive impact on education.  For example, studies have confirmed that learners transform from passive subject to active participants when engaging in a blended learning environment.  On the other hand, the authors' review of literature suggest that the the vast majoring of studies centered around blended learning are of short duration, conducted just at the course or task level, and focus on just one or a few aspects of blended learning.

          The proposed framework, named the Complex Adaptive Blended Learning System (CABLS), is a six-dimensional framework that explores the relationships within and between each sub-system in a dynamic and non-linear fashion.  The six subsystems include the learner, the teacher, the technology, the content, the learning support, and the institution.  One large difference between CABLS and other blended learning frameworks is the focus on learning support.  Learning support is provided in two different ways:  Academic support that helps learners develop effective learning strategies and technical support that helps learners utilize the required technology.  Furthermore, the authors contend that by "including the institution as a subsystem in the framework elevates blended learning from the course level to the institutional level."  The institution plays a large role in the development and sustainability of a blended learning framework within the institution.

          The review of 87 articles indicated that 95% of articles focus on the learner, 79% focus on the content, and only 54% focus on the technology.  The percentages begin to drop dramatically, with only 32% of articles focusing on the teacher, and 17% and 15% focusing on the institution and on learning support, respectively.  These results indicate that more in-depth research needs to be conducted that focuses on both the institution and learning support, as well as their relationships with the other subsystems in the framework.  

          Even with the gaps in research detailed above, the overall finding suggest that blended learning has great potential to improve both learning outcomes and learners' attitudes.  Most studies indicated that learners are more engaged, independent, and empowered when engaging in a blended learning environment.  The CABLS framework  is able to "promote a systematic and holistic view of blending learning, providing us with a more complete pictures of such learning."  This framework differs from existing models because it not only examines each subsystem on its own, but it allows us to explore the dynamic and non-linear relationships between these subsystems.  

Reflection

            I believe that the authors did a great job reviewing the literature concerning blended learning.  As a result, their research did point to holes in existing frameworks and brought topics to the forefront for additional research.  I do agree that the institution and learning support would be essential elements to a successful blended learning environment.  It is surprising that research regarding the institution is lacking, because I feel that for any learning technology to be implemented at the program level, there must be strong support from the institution.  I am not surprised, however, that learning support is the least represented among all of the subsystems discussed in this article.  The importance of learning support is often underestimated, but can make a large impact on student success -- sometimes even more so than the affect that the teacher and technology can have on the success of the learner.  

          I would be interested for the authors to write another article detailing strategies to successfully implement their framework.  I believe specific tasks, procedures, and implementation strategies would help get me started if I decide to convert one of my courses to the blended learning environment.  There are many roadblocks that would need to be addressed.  Among these roadblocks are time, institutional and divisional support, professional development, and knowledge.  Time wold be the most significant roadblock for me, and obtaining release time to implement a framework like blended learning is most likely not an option for me.