Blended learning techniques offer a powerful tool to influence learners’ professional, linguistic, and personal lives with the integration of technology and learning. There are a few research articles on at-risk students and blended learning and the traditional thought that e-learners had to be highly independent and self-motivated was examined in the study by Barbour and Siko (2013). Their study was a case study that focused on only one students, who was labeled as an at-risk student, and they found that the student did only do the bare minimum to pass and that the habit of taking the path of least resistance was attributed to have taken hold far in his younger years, and this was important to understand that becoming an at-risk student is a process that occurs over time, and positive changes to negative habits must also take time (Barbour & Siko, 2013).
Technology is a driving force for the global economic well-being today. Kong et al. (2014) suggested that learning 21st century skills should be done through interaction with daily activities and applied through the educational process. There were six research issues identified in their review which consisted of the realization of 21st century skills by learners, bridging the gap between curriculum and societal situations, maximizing learning opportunities, building awareness in progress, and the assessment of 21st century skills (Kong et al., 2014). Lee and Hung (2012) focused on constructing a conceptualized instructional framework for 21st century learning. They proposed an instructional framework for the development of student dispositions, attitudes, skills, and knowledge that focuses on five zones of learning. The five zones ...
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...to education. They discussed how innovative educational approaches involving technology across kindergarten through high school experiences may differ (2013). They also stated that there may be significant changes how curricular delivery is made in middle secondary to upper secondary, but they believe the elementary system will remain similar to how it is currently set up, but the disruptive concept allows for more individualized instruction, allowing students to access material at both extremes, for remediation as well as for advancement (2013). The design of blended learning solutions may provide more systematic integration of diverse geographic, cultural, economic, and political perspectives, and give a foundation for voices that may be often overlooked an opportunity to inform the current dominant cultures of the Anglo-American scholastic system (Fleck, 2012).
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