The current solution known is called blended learning. It is a combination of online and traditional education.  Also, it involves distance and on-site learning. In addition, a mix or blend of online and classroom teaching is important.  The solution was launched in 2010, but it has been implemented into different countries since the 1990s(VanDerLinden 2014).  This solution was intended to reduce the problem of having no probability of learning when taking the class. In addition, researchers from the U.S. Department of Education think blended learning can be a beneficial approach for students and states that blended learning effectively increase student achievement and retention rates, as well as course completion rates.  The solution aims at reducing the achievement gaps among different groups of people and helping addressees learn from their peers as well as a teacher in a classroom setting or online space. The solution aims at reducing the gap between under-performing schools and high-performing schools. In addition, it aims to increase graduation rates and student achievement while giving students more opportunities(VanDerLinden 2014). Another advantage to help with COVID-19 compliance is that it allows students to learn in an effective way and reduce the need for more formal instruction. The solution is limited in its effectiveness due to the fact that students have a hard time following online classes. This can be addressed by making the classroom environment more conducive to the online learning environment. It will take time for researchers to come up with effective programs that can effectively help increase student achievement. Also, a study by the U.S. Department of Education found that “students with more diverse needs were more likely to benefit from blended learning than their peers with less diverse needs”, which could be an indication that blended learning, is effective for special needs and low-income students.

The enhancement of this solution is called virtual learning environment (VLE). This solution is effective in helping instructors to teach and students to learn in an efficient way. The teacher will be responsible for providing information, while students can be able to read and take notes on their own. The VLE also helps with the transfer of learning from one institution to another. This solution has been implemented in other countries that are focusing on improving the quality of their education system(KRUK 2022). In the U.K. there is a program called “FutureLearn” which focuses on improving the education system by providing high-quality online courses. This program allows students to learn from their phones whenever and wherever they want. Therefore, technology can be used in teaching to increase student achievement. The solution has the potential to reduce gaps among different groups of people because it focuses on providing easier access to education as well as making it more affordable(KRUK 2022).  The solution has the potential to make a difference in the university classroom or high school by providing more flexibility and developing skills like teamwork, communication and motivation.

In conclusion, blended learning is an effective way of improving the quality of education for students because it allows students to learn at their own pace. However, there are still disadvantages as well as advantages of this approach(VanDerLinden 2014). One disadvantage that can be addressed is that students do not have to attend a classroom because they can access online courses whenever they want. Another disadvantage of this approach is that students have a hard time following online courses because they can access multiple resources and resources are not in one place(KRUK 2022). A possible solution for these two disadvantages is to have a “shared learning environment” where teachers, students and all educational support staff can work together to provide effective one-on-one training.

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KRUK, Alina. 2022. “THE BENEFITS OF VIRTUAL LEARNING ENVIRONMENT (VLE) IN TEACHING ESP”. Humanities Science Current Issues 2 (52): 171-175. doi:10.24919/2308-4863/52-2-26.

Mai, M. Y., &Muruges, G. R. (2022). Primary school science teachers’ attitude towards using Virtual Learning Environment (VLE) in teaching science. European Journal of Education5(1), 155-162.

Sharma, P. (2010). Blended learning. ELT journal64(4), 456-458.

Tayebinik, M., &Puteh, M. (2013). Blended Learning or E-learning?. arXiv preprint arXiv:1306.4085.

VanDerLinden, Kim. 2014. “Blended Learning As Transformational Institutional Learning”. New Directions For Higher Education 2014 (165): 75-85. doi:10.1002/he.20085.

Williams, R. (2022). An Academic Review of Virtual Learning Environments. ICRRD Quality Index Research Journal3(2), 143-145.

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