Problem-Based Learning in a Blended Environment

A Review of the Literature

by
Ashley Karr

Lamar University

February 24, 2024

 Introduction

The pandemic brought about notable changes in the educational system, surrounding

various aspects of teaching and learning. Students are now immersed in learning environments

where they can easily access content, encounter multiple perspectives or ideas, and engage with

fellow learners. Consequently, the post-pandemic era compels educators to reevaluate and

reconceptualize the fundamental principles of education itself. Considering these changes, a

pressing question is at the forefront of education: how can educators effectively establish a

learning environment that not only promotes deep meaningful learning but also aligns with the

demands of 21st century society?

Society has changed, along with it the “students and their educational needs and

expectations” (Pelletier et al., 2023, p. 41). A problem-based structure combined with blended

learning has the potential to meet the needs and expectations of today's students. Problem-based

learning allows for active engagement in real-world meaningful problem solving. Engaging in

active learning, coupled with the use of digital tools, promotes a transition toward a

learner-centered mindset. Educators play a crucial role in this shift by integrating meaningful

strategies to enhance 21st-century skills. This literature review will explore the advantages and

challenges involved in implementing blended learning into a problem-based structure and the

impact on developing 21st century skills.

Review of the Literature

Blended Learning Environments

There are various interpretations of blended learning. Horn et al. (2015) formally defines

it as “any formal education program in which a student learns at least in part through online

learning, with some element of student control over time, place, path, and/or pace” (p. 34). The
literature highlights (Harapnuik et al., 2018; Horn et al., 2015; Bidarra & Rusman, 2017) that the

blended learning pathway and content must naturally extend in unison with face-to-face learning

to establish an integrated course.

Horn et al. (2015) research found most blended learning programs to fall under four

models: Rotation, Flex, A La Carte, and Enriched Virtual. These models for courses or subjects

are described by Horn et al. (2015) as:

1. Rotation model - a student within a physical campus alternates between learning

modalities such as online learning, small or whole group instruction on either a on a set

schedule or at the teacher's discretion.

2. Flex model - a student within a physical campus changes learning modalities based on

their needs and is individually customized; however online learning is the “backbone of

the student learning” (p. 23).

3. A La Carte model - a student has a class entirely online to supplement learning at either a

physical campus or learning center. The online teacher is considered the A La Carte

course's teacher students, and the student may take the course either on the physical

campus or off-site.

4. Enriched Virtual model - face-to-face learning is a requirement, while the rest of the

lessons can be completed independently online in the student preferred setting.

Models or a mix of different established models are designed and implemented based on a

school's needs (Horn et al., 2015). Horn et al. (2015) outlines questions for schools to focus on,

then analyze which model best fits the school needs based on priority. The design process can be

repeated to further develop models and options for students (Horn et al., 2015).
Advantages of Blended Learning

The literature (Amin et al., 2021; Bidarra & Rusman, 2017; Harapnuik et al., 2018; Horn

et al., 2015; Lin et al., 2017; November, 2017; Seage & Türegün, 2020) concludes that the

blended learning model promotes longevity of concepts, deepening students' understanding, as

well as ownership of learning. Several empirical studies have focused on the effectiveness of

blended learning in comparison to traditional learning (Amin et al., 2021; Ojaleye & Awofala,

2018; Lin et al., 2017), which findings revealed an enhancement of student learning outcomes

along with an increase of student achievement (2018). Lin et al. (2017) research further

confirmed a relationship between the blended learning approach producing favorable outcomes

combined with students' attitudes towards content areas such as mathematics. The literature

consistently shows evidence that blended learning does influence students' learning, not by

simply adding technology, but by using technology to enhance student-centered learning (Amin

et al., 2021; Harapnuik et al., 2018; Horn et al., 2015; Lin et al., 2017; Ojaleye & Awofala,

2018).

Challenges of Blended Learning

As with any instructional model, blended learning is not without challenges. School

districts and organizations have one-to-one implementation of technology, yet the blended

learning paradigm can easily be confused with ‘technology rich,’ lacking the possibility of the

increase in student academic success (Horn et al., 2015, p. 33; November, 2017). Educators are

exchanging blackboards, for greenboards, for whiteboards, for smartboards (Liljedahl, 2021, p.

12) with a focus on the method of instruction versus the learning experience (Frazier, 2020).

Incorporating technology with instruction does not equate to establishing a blended learning

environment or model. Alan November (2017) further labels the problem as “the thousand-dollar
pencil – applying new tools to do old work.” Thus, it is imperative that there is a clear and

concise differentiation between the benefits of technology and the blended learning model. This

will require further explanations between the learner and what is being taught as opposed to what

was learned.

Problem-Based Learning and Blended Learning

In PBL, the learning begins with a real-world problem that requires students to gain new

knowledge before they can solve it ​(Witarsa & Muhammad, 2023). It is through blended learning

opportunities that students interpret, gather new information, identify potential solutions, develop

problem-solving skills, collaborate, discuss, and compare ideas to come to their conclusion

(Ojaleye & Awofala, 2018, p. 487). When PBL is purposefully integrated with blended learning,

students will be actively engaged in their learning (Amin et al., 2021). Through a blended

environment, a learning environment that is “learner-centered, engaging, motivational,

contextual, experiential, and authentic” can be established (Harapnuik et al., 2018, p. 62).

The integration of digital tools has shown an increase in student learning, contributing to

a development in problem-solving and critical thinking skills (Yennita, 2021). Effective learning

approaches are pivotal in guiding students toward the development of critical thinking abilities.

To further support this process, it is imperative to incorporate technology-based learning

opportunities, aligning problem-based learning with blended methodologies (Yennita, 2021).

Information is readily available at students’ fingertips and the possibility for more varied

modes of delivery. This not only allows learners to demonstrate their learning through the

platform that is best suited for the particularities of the classroom, but also permits access to

various quality modes of information and acquisitions. This aspect of problem solving is a skill

that, when developed early on, will be the foundation for the learners’ approach to solving
difficult tasks with purpose and meaning. The goal of this combined approach aligns in part with

the constructivist theory by transforming the teacher centered classroom delivery into a more

student guided approach to which the learners will more meaningfully “understand the

connections between concepts, break down information and rebuild with logical connections

[promoting the] retention of material and understanding” (Raines et al., 1996, para. 1). To

facilitate learning in a way that allows students to integrate new knowledge and ideas with prior

conceptions, gives rise to empowerment through the adaptation of existing conceptual

frameworks to incorporate such knowledge (Cognitive Constructivism | GSI Teaching &

Resource Center, n.d.).

Although PBLs are not perfect, this approach does share a common concern among

educators. In order to be implemented effectively, both PBL and blended learning are time

consuming compared to that of the teacher-led traditional classroom (Amin et al., 2021).

Although this is a valid point, there are appropriate measures to take when addressing this issue.

Early in the year, establishing the norms of students working through problems or tasks will set

the expectation that content will not be merely delivered in a lecture format (Liljedahl, 2021, p.

33). Rather, this approach requires students to be responsible for their own learning and pushed

beyond the mere “mimicking perceived as learning” (Liljedahl, 2021, p. 29-31).

21st Century Skills and Problem-Based Learning

Plate (2012) would argue that our educational system does not adequately prepare

students for the demands of modern society. Critical skills are needed for students to be critical

thinkers and productive members of society. 21st century skills, such as leadership, teamwork,

creativity, and critical thinking will better support students when being prepared for their future
workforce (Whorton et al., 2017). Problem-based learning emphasizes learning through

real-world meaningful problems in place of traditional direct instruction (Matthews, 2024).

An effective learning model is required to stimulate students' problem-solving abilities,

and one such model is problem-based learning (PBL), which can encourage students to think

systematically because it is a student-centered learning model that gives them the opportunity to

engage in real-world activities that directly involve problem-solving (Amin et al., 2021; Sujanem

et al. 2017). Many studies (Amin et al., 2021; Ojaleye & Awofala, 2018) have found success

with PBL across multiple subjects, especially with Mathematics where students benefit from

engaging in problem solving (Liljedahl, 2021, p. 19).

Specific to problem-based learning within mathematics, Matthews (2024) highlights the

development of 21st century skills through PBL: “It [PBL] fosters critical thinking,

problem-solving skills and a deeper understanding of mathematical principles by placing

students as active learners rather than passive recipients of information.” (para. 3).

As outlined above, students need critical thinking because it equips them to solve

problems, particularly during the learning process and in real-life societal situations (Seage &

Türegün, 2020, p. 133; Witarsa & Muhammad, 2023). Several studies (Amin et al., 2021;

Whorton et al., 2017, p. 11) show critical thinking is strengthened by problem-solving abilities

which can be ascertained through problem-based learning in mathematics.

As Fosnot (2005) elaborates on this environment, once the learners are challenged in

meaningful contexts, they will undergo a disequilibrium through both affirmation and

contradictory viewpoints, which is then momentarily concluded through a reflective analysis of

their abstract connections: “Learning is the result of activity and self-organization… as learners

struggle to make connections to ‘big-ideas’ and generalize across experiences and often require
the reorganizing of earlier conceptions.” Such a “reorganization of earlier conceptions” is

cognitively adaptive in which connections to prior experiences, promoting the longevity and

efficacy of concepts much more meaningful (Oakley et al., 2021).

Summary

Educators must facilitate learning that promotes deep meaningful learning and aligns

with 21st century society's demands. This literature review explores the advantages and

challenges involved in implementing blended learning into a problem-based structure and the

impact on developing 21st century skills. Research supports the advantages of implementing

blended learning through the framework of problem-based learning.

This Review and the Field of Education

This literature indicates that a blended learning approach enables students to own their

learning of a concept and the longevity of the learning itself. Problem-based learning could

provide learners with more opportunities to develop deep understanding of current content

through connections to prior knowledge with the support of blended learning. This

student-centered approach permits students to develop 21st century skills, such as critical

thinking and problem solving, preparing students to meet societal demands throughout their life.

Strengths and Weaknesses of this Body of Literature

There is an extensive amount of research on the effectiveness of problem-based learning

supported with blended learning. The components of both problem-based and blended learning

environments are consistent across the literature, allowing for alignment when synthesizing.

Throughout the literature, it is consistent that 21st century skills such as critical thinking are

developed through a problem-based blended approach within mathematics.

 A potential weakness in some of the literature is how problem-based learning combined

with blended learning at the primary level affects a learner's outlook as a mathematician over

time. There is a wide range of research done at the secondary and post-secondary level, but not

widely researched at the primary level.

Focus of the Current Study

While the existing literature on the subject may be limited, there is potential for delving

deeper into the exploration of problem-based blended learning, 21st-century skills, and academic

achievement specifically at the primary level. This study's purpose will be to implement

components of blended learning to identify the impact of students' academic achievement in

mathematics, development of 21st century skills, and positive mathematical identity.

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