A Conceptual Model of Blended Learning in the Context of Digital

Teaching and Learning Transformation

Girts Burgmanis

, Dace Namsone

, Inese Dudareva

, Kārlis Greitāns

and Zane Olina

Interdisciplinary Centre for Educational Innovation University of Latvia, Raina Boulevard 19, Riga, Latvia

Keywords: Digital Transformation, Education, Blended Learning.

Abstract: This paper explores the necessity for a new vision in education, emphasizing the significant role of the digital

dimension in skill development and lifelong learning opportunities, alongside the traditional didactic triangle

of learner, teacher, and content. We propose a conceptual framework for digital teaching and learning

transformation, focusing on three main components: the digital learning ecosystem, quality learning contexts,

and support for digital transformation. Finally, we discuss the potential influence of generative artificial

intelligence (GenAI) solutions on digital teaching and learning transformation, highlighting the need for

further research in this area. Overall, this paper provides insights into the complex process of digital

transformation in education and offers key components enhancing teaching and learning practices in the

digital age.

1 INTRODUCTION: DIGITAL

DIMENSION IN EDUCATION

The rapid development of technology, the increasing

globalization of the digital world, and changes in

societal structures highlight the need for a new vision

in education, where the digital dimension is

considered significant both in terms of skill

development and in ensuring more accessible,

personalized, and transformative lifelong learning

opportunities for every citizen. Therefore, modern or,

using the term of Fullan and Donelly (2013) ‘new

pedagogy’ relies on the acceleration and deepening of

the learning through effective use of pervasive digital

technologies (Fullan et al., 2017; Sinay & Graikinis,

2018).

Digital dimension appears prominently in both

national and global policy documents, e.g., in

OECD’s Four Scenarios of Schooling (OECD, 2020)

in which none of the four suggested learning

scenarios is based on a traditional model of a school

as a brick-and-mortar establishment, but rather

distributed and networked personalized ecosystems

https://orcid.org/0000-0001-5903-2283

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https://orcid.org/0000-0001-6302-7305

of learning, all of the scenarios imply hybrid learning

environments; WEF’s Education 4.0 Framework

(WEF, 2020) calls for technology skill development

and innovative pedagogies such as personalized and

self-paced learning; accessible and inclusive learning.

In these frameworks, digital dimension is seen as

an enabler of more inclusive learning opportunities

where digital tools and information are to be used in

a meaningful, human-centred context with careful

consideration of its potential benefits for

transforming individual’s lives as well as associated

risks. With digital technology, teaching and learning

methods can be enhanced, fostering deeper learning

experiences. This enables opportunities for student

development in critical thinking, collaboration,

creativity, communication, and independent learning

both in and out of the classroom (Dede & Frumin,

2016).

These frameworks, in a sense, set a high bar for

technology use – it is insufficient and maybe even

counterproductive to view use of technologies in

education as an end in itself or as merely a way for

teachers and administrators to do their tasks more

efficiently, but rather consider use of technologies as

634

Burgmanis, G., Namsone, D., Dudareva, I., Greit

ans, K. and Olina, Z.

A Conceptual Model of Blended Learning in the Context of Digital Teaching and Learning Transformation.

DOI: 10.5220/0012738200003693

In Proceedings of the 16th International Conference on Computer Supported Education (CSEDU 2024) - Volume 2, pages 634-641

ISBN: 978-989-758-697-2; ISSN: 2184-5026

part of future-focused transformative education

scenarios. Technology has the potential to change

how learners, educators, resources, and content are

viewed in modern learning settings (OECD, 2017).

Additionally, the advancements in generative

artificial intelligence (GenAI) solutions (Gottschalk

& Weise, 2023) in recent years holds the potential to

fundamentally alter the didactic triangle (Kansanen &

Meri, 1999) and reshape the dynamics of student-

teacher interaction in the future. Such scenarios call

for deeper system-wide changes at all levels, not only

practices of individual teachers for the promise of

digital transformation to be realized.

The situation described above leads us to the

central question of this position paper: how to

conceptualise digital teaching and learning

transformation at all education system levels?

We first review three integral concepts for digital

teaching and learning transformation – digital

learning ecosystem, quality learning contexts and

support for digital transformation. Furthermore, we

use the reviewed concepts to justify our proposal for

the conceptualization of digital teaching and learning

transformation in education – a theoretical

framework, which is further explored at the

classroom level in a conceptual model of blended

learning. We conclude this position paper with a

discussion of future research directions.

2 THEORETICAL FRAMEWORK

FOR DIGITAL TEACHING AND

LEARNING

TRANSFORMATION

2.1 The Digital Learning Ecosystem

Levels

Digital learning ecosystem (DLE) frameworks

identify critical components and processes that need

to be attended to in order to help schools and teachers

better leverage digital opportunities. For example,

Nguyen and Tuamsuk (Nguyen & Tuamsuk, 2022)

suggest that DLE is like a natural ecosystem in which

biotic (teachers, learners, stakeholders etc.) and

abiotic components (technologies, infrastructure,

learning contents, administration) interact with each

other and with their social, economic and cultural

environment; within it teachers, students, educational

institutions and stakeholders share learning resources

and tools to boost the learning process.

From a systems perspective, it is helpful to

consider digital learning ecosystem as consisting of

three levels: micro-level (teaching and learning

practices), meso-level (institution), and macro-level

(system, society):

 The micro-level focuses on teachers and

students at the classroom level, encompassing

collaboration between individual teachers and

students, as well as the use of digital tools and

technologies to enhance the teaching and

learning experience.

 The meso-level encompasses the school

culture, structure, and internal policy actions

(for example, the use of artificial intelligence in

the learning process), as well as the integration

of digital technologies at the school level. This

includes the implementation of learning

management systems, digital content, and

collaboration platforms.

 The macro-level encompasses national policy

and global trends that shape the educational

environment. This includes the development of

infrastructure, funding mechanisms, and

policies to support digital learning initiatives

on a broader scale, as well as international

frameworks for digital education.

These levels interact and influence each other

within the digital learning ecosystem. Alignment

among the three levels is crucial not only in any

teaching and learning environment but it becomes

particularly significant in hybrid and online learning

environments, where there is an increased

responsibility and self-regulation on the part of the

learner (Voogt & Knezek, 2021). For instance, during

the COVID-19 pandemic students struggled to adjust

to online learning and found learning a burden

(Oyedotun, 2020), faced challenges with self-

regulation (Van Dorresteijn et al., 2020).

Voogt and Knezek posit that alignment can be

achieved in three ways – a) through quality learning

contexts; b) teacher support; c) collaboration among

representatives of different levels. We will tackle

quality learning contexts first as key concern of the

micro-level of a digital learning ecosystem, while the

latter two will be addressed primarily at the meso- and

macro-levels.

2.2 Quality Learning Contexts

There is a growing consensus in the scholarly

community that mere presence of technologies in the

classroom does not enhance learning or improve

learning outcomes for students (van den Berg et al.,

2004; Jenkins, 2007; Consoli et al., 2023). Digital

tools have the potential to enhance or even transform

teaching and learning practices if and when used in a

A Conceptual Model of Blended Learning in the Context of Digital Teaching and Learning Transformation

635

deliberate and appropriate way, considering whole

student experience and context of use. Without

deliberate attention to digital learning environment

design, there is a danger of replicating or even

reinforcing poor pedagogical practices.

Consoli et al. (2023), in their review of large-scale

studies, conclude that the mere frequency of

technology use at school does not lead to better

learning outcomes. Juuti et al. (2022) found that

while frequency of technology use did not have a

significant impact, functional use of technology

(appropriate, seamless use in context) did yield

positive effects on student academic achievement.

With regard to quality learning contexts, Voogt

and Knezek (Voogt & Knezek, 2021) emphasize two

alignment issues: 1) how to consider the entire

student experience using digital tools (for instance,

the use of technology as a cognitive tool for learning

support cannot be isolated from the psychological and

emotional impact of digital technologies on student);

2) how to integrate technology into educational and

pedagogical objectives.

Thus, to foster deeper learning, greater student

engagement and academic achievement, sound

pedagogical models and thoughtful integration of

technology, content and pedagogy to achieve specific

learning outcomes are key, especially in hybrid and

blended learning settings.

2.3 Institutional and System-Wide

Support for Purposeful

Digitalization

With regard to meso- and macro-level system

alignment in support of teachers, Voogt and Knezek

(Voogt & Knezek, 2021) emphasize that support

offered needs to be aligned with the teachers’

competency needs in four competency domains.

required for online teaching, i.e., interpersonal skills,

organizational skills, technological pedagogical

content knowledge, and flexibility. In addition,

professional learning activities should target teacher

pedagogical reasoning about technology use in

education, so that they would then be able to align

technology affordances with the learning activities

and educational goals. Furthermore, when school

leadership and teachers share a vision about the role

of technology in the teaching and learning process

technology integration efforts are more effective

(Christensen, R. et al., 2018).

Overall, research suggests that successful digital

transformation in K-12 settings requires a

combination of strong leadership, effective

professional development, collaborative planning,

stakeholder engagement, and establishment of a

culture of innovation and risk-taking (Christensen et

al, 2018; Elkordy et al., 2021; Yuliandari et al., 2023;

Reich, 2020; Voogt & Knezek, 2021; Ninkovic et al.,

2023). Additionally, alignment of technology with

instructional goals, integration of digital technology

into the curriculum, and presence of appropriate

resources are also important factors to consider. For

example, Luckin et al. (2012) offer Ecology of

Resources framework distinguishing between four

different types of resource – People (and their attitude

and skills): teachers, adults, peers; Tools: learning

materials; Environment: the setting in which learning

is taking place; and Knowledge and skills: the

learning outcomes in focus at any particular moment).

We have incorporated these elements in the

theoretical framework described below.

2.4 Theoretical Framework

The theoretical framework outlined in this study (see

Figure 1) has evolved over the past two years within

the project titled "Innovative Solutions for Blended

Learning Implementation: Teaching and Learning

Processes in the Context of Digital Transformation."

It has been shaped by insights from other researchers

and the expanding literature on digital technologies in

education. The proposed Theoretical Framework for

Digital Teaching and Learning Transformation (TF)

is an attempt to systematically integrate the three

main components: content, pedagogy and technology

to ensure that the promise of digital transformation in

education is fully realized and an increasing number

of students can benefit from personalized and

meaningful learning experiences. It also links

together the three digital learning ecosystem levels to

ensure better support for meaningful technology

integration. The TF will further be used to analyze

complex relationships between digital transformation

and its impact on teaching and learning.

The TF (see Figure 1) centers around student

learning and purposeful integration of content, sound

learning principles and the use of digital tools at the

classroom (micro) level. At this level, the TF

highlights the importance of aligning teaching and

learning approaches with technologies, based on

specific learning principles - communication,

cooperation and cognitive activation. In simple

words, the teacher in the classroom have to match the

curriculum's content to the specific learning needs of

students and select suitable digital tools to offer the

most effective learning experience, taking into

account the type of learning goals involved.

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Figure 1: Theoretical Framework for Digital Teaching and Learning Transformation.

Student motivation and readiness for technology-

enriched learning environments as well as subject

knowledge, pedagogical skills, technological

competencies and confidence in their abilities are

important considerations for successful digital

transformation of teaching and learning at the

classroom-level.

At the school (meso-) level, the TF includes the

following key prerequisites for successful digital

transformation: digital capacity and accessibility of

ICT, strong leadership and culture of innovation. Low

digital capacity can result in widening gaps,

inequalities, and learning losses (Blasko et al., 2022)

Schools need to enhance their digital capacity by

building the right culture, policies, infrastructure, and

ensuring that both students and staff have the

necessary digital skills to effectively use technology

in teaching and learning (Costa et al., 2021;

Timotheou et al., 2023). Our previous research

demonstrates that for any transformative change at

the school level, the role of school leadership in

supporting professional learning of its staff, creating

trusting and mutually supporting environment and

fostering collective efficacy beliefs around increased

student achievement are critical for long-term

sustained change (Lazdiņa & Daga-Krūmiņa, 2023;

Greitāns & Namsone, 2023).

At the system (macro) level, the TF model

emphasized the importance of personalized and

needs-based professional development for teachers,

acknowledging the transformative nature of changes

in teachers` perspectives and the acquisition of

essential skills for digital transformation.

Therefore, comprehensive support at all levels is

necessary, which encompasses ICT integration,

regulatory frameworks, and risk mitigation strategies,

to effectively promote the desired transformation of

teaching practices and ensure the successful

implementation of the theoretical framework.

3 BLENDED LEARNING

To further refine content, pedagogy and technology

integration options at the micro or classroom level,

we offer a conceptual model of blended learning.

Blended learning has been described as the

integration of face-to-face and online instruction

A Conceptual Model of Blended Learning in the Context of Digital Teaching and Learning Transformation

637

(Graham, 2013). Blended learning has also been

conceived as a structured educational program where

students engage in learning partially through online

content delivery and instruction, allowing them

control over such aspects as timing, location, path,

and pace. Additionally, part of their learning occurs

in a supervised, physical setting away from home.

Furthermore, the modalities along each student`s

learning path within a course or subject are connected

to provide an integrated learning experience

(Christensen, Horn and Staker, 2013).

3.1 Characteristics of Blended

Learning

Blended learning requires a significant re-evaluation

of the roles of both students and teachers, a deep

understanding from the teacher regarding the

interaction between content, technology, and

pedagogy. It may impose additional demands on

program design and digital infrastructure.

A common feature of blended learning is that, in

cases where a course occurs partially online and

partially in-person, typically both parts of the course

are integrated. In other words, what students learn

online informs what they learn in person, and vice

versa. If students have control over their learning pace

in a blended learning environment, this control often

applies to the entire subject/course (including in-

person activities), not just to the online portion of the

course.

3.2 A Conceptual Model of Blended

Learning

The goal of our Conceptual Model of Blended

Learning (see Figure 2) is to help teachers expand on

their teaching and learning repertoire by making use

of digital affordances and sound learning principles to

foster students` cognitive activities, engagement,

communication, and collaboration. According to

Consoli et al. (2023), “digital affordance” denotes the

specific potential of digital technology to change the

way teaching and learning takes place. For example,

they have identified the following digital affordances

from within a broad spectrum of technology

integration studies: to promote connectivity and

collaboration among students; to enable simulations,

animations, and visualizations; to increase

differentiation in teaching practices, and to promote

self-regulated and independent learning. These digital

affordances offer useful criteria for designing and

evaluating blended learning solutions and we have

incorporated them in our model.

Our Blended Learning Model highlights the

importance of considering sound learning principles

and selecting appropriate methods, tools and

environments, including digital, that are effective for

teaching particular learning objectives. It

incorporates technology–enhanced face-to-face

learning in the classroom, personalized online

learning, and blended learning approaches.

The Theoretical Framework of Digital Teaching

and Learning Transformation examined earlier (see

Figure 1) outlines the prerequisites for the practical

application of the blended learning model.

Figure 2: A Conceptual Model of Blended Learning in the Context of Digital Teaching and Learning Transformation.

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638

4 CONCLUSIONS

In this paper we propose thesis that mere presence of

technologies in the classroom does not enhance

learning and only purposeful integration of content,

learning principles and use of digital tools in the

teaching and learning process can improve student

achievement.

To explain the complexity of digital

transformation and identify the essential components

for successful technology integration in classrooms,

we created a theoretical framework for digital

teaching and learning transformation. We argue that

digital transformation should be viewed as a multi-

level ecosystem, where changes at one level alone

cannot effectively support schools and teachers in

leveraging digital opportunities. At the classroom

level, having access to technologies, motivated

students eager to use them, and confident teachers

with digital and teaching skills are crucial for

successful digital transformation in teaching and

learning. Achieving these conditions depends largely

on factors such as digital capacity, leadership, and an

innovative culture within the school. Furthermore,

achieving alignment among content, pedagogy, and

technology to meet learning goals is a challenging

task for teachers. They require high-quality

professional development that is tailored to their

specific needs. Such personalized and consistent

support should be a priority at the system (macro)

level.

Only when there is alignment in understanding of

the role of technology in teaching and learning

process and what resources are required for

successful technology integration at all decision

making levels from the classroom, to school and

system levels, powerful learning opportunities can be

provided.

In this paper, we concentrate on the classroom

level and present a conceptual model of blended

learning. We suggest that teachers play a crucial role

in choosing suitable methods, tools, and

environments based on specific learning goals. Put

simply, technologies are tools that require skilled

individuals to use them effectively.

After the rise of generative artificial intelligence

(GenAI) solutions (Gottschalk & Weise, 2023) in the

last two years (e.g. ChatGPT was launched by

OpenAI in 2022), future studies should explore how

these solutions could influence digital teaching and

learning transformation. It is assumed that GenAI

solutions hold potential for conceptual changes in the

digital learning ecosystem models. Several authors

agree on the idea that in the 21st century, the

canonical didactic triangle (learner – teacher –

content) should be reconsidered by adding a fourth

pillar – the digital technologies (Seghroucheni et al.,

2014; Daaif, 2019; Prediger et al., 2019). From our

perspective, an emerging research question is – can

high-quality GenAI solutions push out teachers (at

least in some cases) from the didactic triangle?

Recent studies highlight the important role of teachers

when using GenAI solutions (Dasari et al., 2024), yet

these solutions evolve rapidly and possibly even now

can replace low performing teachers in some

instances (Thuy et al., 2024). Therefore, we see a

need for an extended discussion around digital

teaching and learning transformation by including not

only the educational teaching and learning and

educational management school leadership

perspectives but also the ethical, developmental

psychology, and other perspectives.

ACKNOWLEDGEMENTS

This research was supported by the State Research

Programme "Letonika for the Development of

Latvian and European Society," project "Innovative

Solutions for Blended Learning Implementation:

Teaching and Learning Process in the Digital

Transformation Context," Project No. VPP-

LETONIKA-2021/1-0010.

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