Client: International Blended Learning School (IBLS)

Role: Core Research Team Member

Project type: Mixed-methods educational research

Methods: Analytical review, parent interviews, student and teacher focus groups, classroom observation, psychological tests

Focus: Conditions of effective blended learning for different learner groups

Outcome: In progress

Overview

This project is being developed as a research and design initiative focused on blended learning: how to define it, evaluate it, and identify the conditions under which it can be educationally effective for different groups of students. The central question is not whether blended learning works in general, but what balance between in-person and remote components becomes effective, for whom, and under what pedagogical and organizational conditions.

My role

I am part of the core project team responsible for research design, planning, coordination, and overall delivery, while also contributing to interviews and observations. The project is currently in progress.

Research goal

The goal is to build an evidence base for the development of blended learning models and to create a foundation for designing or improving specific educational tracks for children with different educational needs, capacities, and trajectories.

The project explores several connected questions:

• what balance between in-person and remote learning components can be considered educationally effective
• which combinations may become risky or counterproductive
• how this balance changes depending on age, cognitive profile, and individual trajectory
• what role is played not only by the school, but also by parents, tutors, family support, and student self-regulation
• which blended formats may be especially relevant for groups such as athletes, musically trained students, family-schooled children, distance learners, and gifted students

Planned approach

The project is structured in three stages: