The technology conversation in independent schools has evolved considerably over the last five years. In particular, it has moved beyond the question of how we can augment traditional classroom practices with hardware (laptops, interactive whiteboards, etc.) to the question of how software can improve outcomes and enable new learning models, such as blended learning.
With the latter conversation, however, there has been little data to demonstrate how this new learning method is being implemented in private schools in the United States. To that end, a recent survey report, "Learning Innovation Report on U.S. Independent Schools 2014-2015," conducted by OESIS Group (Online/Blended Education Symposia for Independent Schools), provides insights into how and why schools are pursuing blended learning.
In all, 461 schools took part in the survey. Among these are 342 independent schools, representing more than 24 percent of schools in the NAIS membership. Of the 525 educators who responded, 148 were independent school heads.
The report's most important revelation is that close to 20 percent of independent schools surveyed are in advanced stages of blended learning adoption - with 12 percent having three-quarters of their teachers blending classes and 6 percent having more than half of their classes blended. While more than 90 percent of the schools say they are aware of blended learning (41 percent report that they are implementing blended learning, and 51 percent report that they are exploring it), only this relatively small number of schools is putting it into practice. This leaves a tremendous opportunity to implement new tools for blended learning, with nearly 80 percent of U.S. independent schools still focusing solely on traditional methods of instruction.
For those schools engaged in blended learning, the two most significant benefits reported are for "accessing better content beyond standard textbook sources" and for "creating time to personalize student instruction."
Another striking finding is that independent schools don't really consider blended learning as an opportunity for "enabling more formative assessments" or "getting more data for intervention" - both hallmarks of blended learning efforts in public schools. While the report does not outline specifically why this is, the responses suggest that blended learning is valued in independent schools mostly for curricular flexibility and for enabling "anytime, anywhere learning." It is also valued for putting more responsibility for learning in the hands of students.
Another key conclusion from the survey is that independent schools and teachers engaged in blended learning are drawn to its ability to help foster creativity, synthesis, evaluation, and critical thinking through project-based learning and student collaboration, both of which are growing trends in schools throughout the United States. The benefit of enabling project-based learning was considered (a lot or a fair amount) by 65 percent of schools responding and 68 percent of teachers responding. The benefit of encouraging student collaboration was considered (a lot or a fair amount) by 58 percent of schools responding and 66 percent of teachers responding.
Historically, independent schools in the United States have followed the close instruction model. While making the switch to blended learning does not guarantee improvements over this model, the data from this report show a growing percentage of schools using this method to increasing benefit, with even more expressing interest in learning about how it might be beneficial in their schools.
Blended learning, independent school practitioners report, opens up possibilities by providing flexible learning for students and teachers that puts more emphasis on dynamic instruction through doing work in class rather than at home, engaging in project-based learning, and encouraging student collaboration.
For more information, see the full report at www.oesisgroup.com.