Provide professional support focused on instructors' beliefs and develop a clear organizational stance on differentiated instruction in blended learning¶

Strategy · All strategies
Evidence · 3 claims (3 for) · 1 study (1 qualitative), q2 · 0 of 1 report an effect size · 3 claims rest on one study

Description¶

The article recommends that because half of the instructors believed student diversity required no or only limited adaptations, "professional support focusing on these beliefs is of crucial importance for instructors to unlock blended learning's full potential". Organizations should "develop a clear stance on this issue, which pays explicit attention to proactively planning differentiated instruction". The framework of strategies and the three profiles can be used by organizations and instructors to reflect on their own practice and become more aware of their beliefs.

Design Implications¶

Context¶

Requirements¶

• Organizational commitment to developing a clear stance on differentiated instruction in blended learning contexts

Constraints¶

• The article notes further research should investigate exactly how organizations can contribute to the development of instructors' beliefs

Target Learners¶

• adult education instructors
• teacher training organizations

Target Learning Goals¶

• differentiated instruction in blended learning
• responding to student diversity

Claims¶

• The most commonly used differentiated instruction strategy in blended learning was providing additional support throughout product development [+W]
• Instructors most frequently report differentiated instruction strategies at the product and process level, and least often at the affect level [+W]
• Instructors' strategies and beliefs were associated with the organization and trajectory in which they worked [+W]

Related Strategies¶

• Post-GOT professional development should differentiate learning paths, complement traditional formats with communities of practice and peer support, and manage work overload
• Differentiate coaching support to meet teachers where they are, establish clear DLS expectations, and provide coaches additional training for consistent messaging

Examples¶

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Key Sources¶

• 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