Blended learning classroom model: a new extended teaching approach for new normal

Abstract

Purpose

The purpose of this research is to explore how and to what extent the Blended Learning Classroom (BLC) model enhances students’ learning experience. The creation of the BLC model was to provide different learning approaches to overcome the challenges in the new normal regarding how we could manage the Thailand Lesson Study Incorporated Open Approach (TLSOA) model to maximize students’ independent learning.

Design/methodology/approach

The researcher employed a participatory observation research design for 178 participants consisting of directors and teachers from 62 schools using a purposive sampling technique. Data were collected using the stimulated recall technique that allowed the participants to reflect and discuss what was happening while they were applying the BLC model.

Findings

A total of 84.9 percent of participants agreed and strongly agreed with the benefits of implementing the BLC model. The results revealed that Lesson Study (LS) teams created the problem situations substantially by emphasizing across-subject. The qualitative findings revealed that there are three valuable insights in terms of the strengths, challenges and effectiveness of implementing the BLC model.

Research limitations/implications

These discussions are limited to a study representative of 62 out of 274 project schools.

Practical implications

The successful implementation of the BLC model requires effective planning, ongoing support for teachers and a suitable infrastructure to ensure access to technology.

Originality/value

This research adds new insight to the scarce amount of literature on students’ active, interactive and self-regulated learning in a BL environment.