The most commonly used differentiated instruction strategy in blended learning was providing additional support throughout product development¶

Claim · All claims
Evidence · 1 study · qualitative r3 · q2
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The most frequently reported specific strategy was the provision of additional support throughout students' development of a product (n=12). → Boelens 2018

Evidence¶

Boelens 2018¶

Boelens, R., Voet, M., & De Wever, B. (2018). The design of blended learning in response to student diversity in higher education: Instructors' views and use of differentiated instruction in blended learning. Computers & Education, 120, 197–212. https://doi.org/10.1016/j.compedu.2018.02.009

q2 · i? · qualitative · r3

Self-report interview data from 20 instructors; "the provision of additional support throughout students’ developmen t of a product" was the most frequently reported strategy (n=12), while grouping (n=3) and individualized activities (n=4) were reported far less.

"The most frequently reported strategies were the provision of additional support throughout students’ developmen t of a product that shows what they have learned (n=12) and strategies using whole class instruction (n=11), whereas grouping strategies (n=3) and individualized activities (n=4) were reported far less."

Discussion¶

Related Claims¶

• Instructors most frequently report differentiated instruction strategies at the product and process level, and least often at the affect level — related
• Introductory face-to-face meetings are the dominant strategy for stimulating social interaction in blended learning — related