In today's educational landscape, blended learning has emerged as an innovative teaching modality combining digital technology and traditional teaching methods. This methodology, also known as hybrid learning or blended learning, has gained popularity due to its ability to adapt to student's needs and learning styles and improve the accessibility and flexibility of the educational process.

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Contemporary education constantly evolves, driven by technological advances that transform our learning and teaching methodologies. In this context, blended learning has emerged as an innovative response to the growing demand for more flexible and personalized teaching methods.

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Blended learning seeks to harmoniously integrate the advantages of digital technology with traditional pedagogical practices, thereby creating a more dynamic, interactive, and adaptive learning environment. This learning modality offers a unique combination of face-to-face instruction and online learning, thus providing students with greater flexibility in terms of pacing, access to resources, and individualized instruction.

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Furthermore, this teaching modality offers the possibility of adapting learning materials and activities to the specific needs of each student, thus promoting a more student-centered approach and learning process. Studies highlighting pedagogical approaches, technologies, and results—students' learning and experiences- will be analyzed. Blended learning has sparked growing interest in the educational field due to its ability to adapt to students' diverse needs and learning styles while improving the accessibility and flexibility of the educational process.

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This study will critically review existing research on blended learning to provide a detailed overview of its practical application, purpose, and associated practical considerations. The studies highlight different pedagogical approaches in blended learning and the technologies used as tools.

The evolution, models, benefits, and challenges of blended learning in preschool phonetic language development offer a comprehensive view of this methodology and its potential to transform students' educational experience at this crucial stage of development.

 

Blended learning has evolved remarkably from combining in-person and online teaching methods to a comprehensive and highly effective educational modality. Initially, it was understood as incorporating online resources to complement in-person instruction. However, with the advancement of technology and a deeper understanding of pedagogical principles, it has evolved into a more holistic and flexible approach. Garrison (2008).

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Research in the field of blended learning has supported its effectiveness in improving learning outcomes and student satisfaction. Garrison and Kanuka (2004) have highlighted its transformative potential in higher education, while Siemens and Tittenberger(2009) have explored the new technologies and pedagogical approaches that are shaping the future. of blended learning.

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Additionally, recent studies have shown that blended learning improves learning outcomes and increases student satisfaction. For example, research by Picciano and Dziuban (2007) found that students participating in blended learning environments reported higher engagement and satisfaction levels than those in traditional learning environments. These findings further support that blended learning is a promising methodology in contemporary education. 

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Technological advances and changes in educational practices have marked the evolution of blended learning. Graham (2006) and Bonk and Graham (2006) have contributed significantly to defining and understanding this concept. In the late 1990s, the term “blended learning” began to gain popularity, coinciding with the growth of online education. Since then, there has been growing interest in exploring effective blended learning models and approaches. 

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Blended learning models

Today, research in blended learning addresses various topics, from the effectiveness of different models to student experience and learning-centered instruction. Picciano (2009) has examined the importance of interaction and instructional design in blended learning environments.

Furthermore, the work of Garrison and Vaughan (2008) highlighted the need for a sound pedagogical approach to integrating technology into teaching. 

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According to Garrison and Kanuka (2004), Blended learning, an educational modality that integrates in-person and virtual elements, is a current blended learning practice that maximizes student flexibility and personalization and encourages collaboration and active participation. Blended learning is not just about integrating technology into the classroom but about creating meaningful learning experiences that adapt to the needs of students. This hybrid approach promotes greater student autonomy and responsibility, encouraging interaction and collaboration between peers and the instructor.

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Garrison and Vaughan (2008) proposed a conceptual framework for blended learning in higher education, highlighting the importance of a well-designed structure incorporating face-to-face and online components. Graham (2013) has identified emerging practices in blended learning, highlighting the need for careful instructional planning and effective integration of digital technologies.

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​However, research on blended learning practices in the development of phonetic language in preschool highlights the importance of integrating both face-to-face and virtual methodologies to improve children's linguistic skills at an early age. Harapnuik (2016) has proposed blended learning models that emphasize active student participation and personalization of the learning process. These models suggest using technological tools and hands-on activities to engage children in meaningful phonics learning experiences. Research by Schacter and Jo (2016) explored the impact of combined interventions on phonetic language development, finding benefits in improving pronunciation, listening comprehension, and phonetic decoding skills. Together, this research highlights the effectiveness of blended learning in facilitating phonetic language development in preschool, promoting a holistic approach that integrates face-to-face and online activities to optimize children's learning at this crucial stage of their language development. 

 

Blended learning through rotation stations

According to Bonafini (2019).Implementing blended learning models through rotation stations in phonics language development provides an effective strategy to foster active and personalized learning in preschool students. This approach combines face-to-face and online learning elements, allowing students to participate in various activities tailored to their needs. Encourage more interactive and stimulating learning, which can significantly improve the acquisition of language skills in preschool children.

Research such as that of Bonafini et al. (2019) has shown that this approach allows instruction to be tailored to children's individual needs, offering opportunities for repeated practice and immediate feedback. Additionally, it provides a diversified learning environment that addresses different learning styles and paces.

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The research by Bonafini et al. (2019) highlighted the effectiveness of the blended learning approach with rotation stations by allowing precise adaptation to each child's specific needs. This method offers a variety of activities to suit students' varying skill levels and learning preferences, permitting them to participate and progress at their own pace actively. This approach facilitates deeper, longer-lasting learning by providing repeated practice and immediate feedback. This diversified learning environment promotes inclusion and equity by addressing the different ways students learn, ultimately enhancing their educational experience and maximizing their learning potential.

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Implementing blended learning models through rotation stations in phonics language development provides an effective strategy to foster active and personalized learning in preschool students. This approach combines face-to-face and online learning elements, allowing students to participate in various activities tailored to their needs. It encourages more interactive and stimulating learning, which can significantly improve the acquisition of language skills in preschool children.

 

Authors such as Sánchez (2020) have highlighted the importance of integrating technology into these rotation stations, allowing access to interactive digital resources that reinforce the development of phonics skills. The rotating stations model will enable students to move through diversified activities that fit their learning styles, as Bonk and Graham (2006) noted.

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These rotating stations can also improve student collaboration and interaction, fostering a cooperative and enriching learning environment. Allowing students to work together on specific activities promotes the exchange of ideas and joint problem-solving, contributing to the comprehensive development of linguistic and cognitive skills.

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According to Garrison and Vaughan (2008) argue that facilitating collaboration and interaction among students at various learning stations is essential to their blended group learning. From this perspective, stations can incorporate collaborative activities that stimulate student interaction and encourage social learning.

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The stations include collaborative tasks that encourage student interaction and promote social learning. By incorporating collaborative opportunities within the rotational model, students become more engaged with the material and benefit from peer-to-peer learning experiences. This collaborative approach not only improves understanding and retention of the material but also fosters social and communication skills necessary for success both academically and in real-world contexts. (que ves? Y como lo describes)

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Integrating technological and digital resources at specific stations through student rotation enriches the blended learning of preschool students. Mayer (2016) highlights that this practice facilitates the incorporation of technological tools and digital resources, which improves the accessibility and variety of educational materials. This combination of technology and in-person instruction promotes a more interactive and enriching learning experience, improving preschool students' phonics language development and other critical skills.

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Blended learning models through rotation stations offer a dynamic and flexible approach that enhances phonetic language development in preschool by providing varied and personalized learning experiences. Allowing students to rotate between different stations offers a variety of learning experiences to each child individually. This personalization of learning promotes greater participation and engagement on the part of students, facilitating the acquisition of crucial phonics skills. In addition, this approach encourages exploration and experimentation, fundamental aspects of the early language learning process.

 

Blended Learning develops phonetic language.

Integrating technology in blended learning for phonetic language development in preschool has proven to be an effective and promising strategy. Research such as Johnson et al. (2018) highlights how educational applications and digital tools can enrich learning activities, offering interactive and personalized experiences that capture children's interest and encourage active participation.

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Furthermore, authors such as González, et al. (2020) point out that technology provides access to various multimedia resources and playful activities that complement classroom instruction, facilitating autonomous practice and immediate feedback. Integrating technological tools into blended learning enriches the educational experience by allowing students to explore concepts in an interactive and participatory manner, contributing to more effective and meaningful learning.

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Tucker (2015) combined classroom instruction with the strategic use of technology and other digital resources to enhance students' educational experience by providing practical tools and resources for teachers and academic leaders, allowing for more dynamic and adaptive teaching that responds to students' individual needs. Combining in-person instruction with digital resources can enrich the learning process by offering multiple avenues for exploration, practice, and collaboration, contributing to a more inclusive and student-centered educational environment.

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Implementing blended learning in educational environments, which favors blended learning in Early Childhood Education, includes various activities to address the general aspects of phonetic language. These aspects may include interactive games, group reading, songs, first-hand activities, and the use of technological resources.

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The intersection between educational technology and teaching methodologies can improve the learning experience (Picciano & Dziuban, 2014). Integrating technology into teaching can increase student participation and engagement and facilitate access to various educational resources. By strategically combining technology with innovative pedagogical methods, educators can create more dynamic, student-centered learning environments that promote the development of essential skills and encourage critical thinking and creativity.

 

Benefits of blended learning:

  Assessment and feedback in blended learning are fundamental aspects of developing phonetic language. Harapnuik (2016) proposed that feedback be timely, specific, and meaningful to students, allowing them to identify areas of improvement and continue advancing their learning. Additionally, it suggests using technological tools to provide multimedia feedback, such as audio or video feedback, which may be more effective for students than traditional forms of written feedback. This combination of assessment and feedback in blended learning contributes to the effective development of phonetic language, providing students with clear and personalized guidance in their learning process.

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In this context, students have ownership of choosing how to approach learning activities, allowing them to adapt their approach according to their individual needs and preferences. Additionally, authentic dialogue facilitates interaction between students and teachers, fostering a deeper understanding of phonetic language through meaningful and reflective discussions.

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Combining the COVA model with blended learning provides a robust framework for phonetic language development by promoting active student engagement, autonomy in learning, and collaboration in authentic learning environments. In this COVA model, Harapnuik focuses on empowering students in their learning process. Applying this model to phonetic language development in blended learning focuses on allowing students to construct their phonetic understanding actively, have control over how they learn, and engage in meaningful dialogue.

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​In this approach, students can select the activities and resources that best suit their learning styles and needs. They have ownership of deciding how to approach phonics learning, allowing them to personalize their educational experience. Additionally, authentic dialogue promotes meaningful interactions between students and teachers, facilitating a deeper understanding of phonetic language through reflective discussions.

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The COVA model can be applied to improve Active Digital Learning (ADL). ADL is a learning approach in constructivist theories—authors such as Vygotsky (1978). "The Mind in Society: The Development of Higher Psychological Processes" presents his sociocultural theory of cognitive development, highlighting the importance of social interaction and the fundamental role of culture in learning.

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In addition to Vygotsky (1978), other constructivist theorists have contributed to understanding learning as an active and social process. Some relevant names include Jean Piaget (1954). "The Construction of Reality in the Child" explores how children construct their understanding of the world around them through interaction with their environment and the assimilation of new experiences. His theory highlights the importance of play and social interaction in cognitive development.

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In “The Process of Education”, authors such as Bruner (1960). It addresses fundamental educational issues and proposes constructivist approaches that have significantly influenced educational theory.

Bruner defends the importance of structuring content meaningfully for learning and advocates a more active and participatory approach. In teaching, learning is an active, dynamic, and social process.

In the context of ADL, these theorists agree that meaningful learning involves designing learning experiences that encourage students' exploration, experimentation, and content creation. Assessment in the ADL can be more flexible and diverse, aligning with the COVA principle of allowing students to evaluate their progress and select assessment methods that suit their digital learning.

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Applying the COVA framework in the context of Active Digital Learning involves creating environments where students are participatory and active builders of knowledge and owners of their digital learning process. Technology is used as an essential tool to enhance these learning experiences. The COVA model in blended learning of phonetic language development emphasizes learner autonomy, active construction of knowledge, and collaboration in authentic learning environments.

 

Challenges of blended learning

Authors such as Harapnuik (2016) state that implementing blended learning in phonetic language development presents significant challenges. These challenges include integrating technology into teaching and learning activities, training teaching staff in digital tools, availability of appropriate technological resources, and adaptation of teaching strategies. Adequate technological infrastructure and the adaptation of pedagogical strategies are required to maximize the potential of this educational approach. Overcoming these challenges involves a continued commitment to professional development and innovation in the classroom. 

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To address these challenges, collaboration between educators, administrators, and other stakeholders is essential, as is the development of policies and programs that promote equity in access to educational technology. This collaboration allows us to share experiences and resources and identify and overcome common obstacles in implementing blended learning in phonetic language development. Furthermore, ensuring equitable access to educational technology is essential to avoid the digital divide and ensure all students have equal opportunities in their learning process.

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By addressing these critical areas, the impact of blended learning on teaching and learning will be better understood, and we will identify areas for future research and improvements in its implementation. This literature review will provide a solid foundation for educators, researchers, and policymakers interested in harnessing the potential of blended learning to improve education.

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It is crucial to address these weaknesses through strategies tailored to the specific needs of phonetic language development, ensuring that the implementation of blended learning is effective and equitable.

The importance of the blended learning educational approach in phonetic language development lies in its ability to improve reading and writing skills in preschool children. This approach combines traditional teaching methods and digital resources, allowing for a more interactive and personalized learning experience. Blended learning can better serve diverse learning styles and skill levels by providing activities tailored to children's needs. Additionally, digital technology can offer additional tools and resources that reinforce phonetic language learning more effectively. Blended learning is a promising strategy to improve reading and writing skills in preschool children, preparing them for successful academic development in the future.

 

References

  A.W. (2019). Teaching in the digital age. BC campus.

Bonafini, F., et al. (2019). Implementing the station rotation model in the university classroom: a blended learning experience in initial teacher training. Education, 44(1), e32521.

Bonk, C.J., & Graham, C.R. (2006). The blended learning handbook: Global perspectives, local designs. John Wiley and Sons.

Bruner, J. S. (1960). "The education process."

Tucker, (2015). "Blended Learning in K-12: A Toolkit for Teachers and Leaders"

Clark, R. C., & Mayer, R. E. (2016). E-learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning. John Wiley and Sons.

Garrison, D. R., & Vaughan, N. D. (2008). Blended learning in higher education: Framework, principles, and guidelines. John Wiley & Sons.

Garrison, D. R., & Kanuka, H. (2004). Blended learning: Uncovering its transformative potential in higher education. The Internet and Higher Education, 7(2), 95–105.

González, M., et al. (2020). Implementación de una Propuesta Didáctica para el Aprendizaje de la Lectoescritura Mediante TIC en Educación Infantil. EDUTEC. Revista Electrónica de Tecnología Educativa, (74), 1-13.

Graham, C. R. (2006). Blended learning systems: Definition, current trends, and future directions. In C. J. Bonk & C. R. Graham (Eds.), Handbook of Blended Learning: Global perspectives, local designs (pp. 3-21). Pfeiffer Publishing.

Harapnuik, D. (2016). Authentic Learning Systems: Real-World Experiences That Build 21st-Century Skills. Harapnuik.org.

Piaget, J. (1954). "The Construction of Reality in the Child."

Picciano, A. G. (2009). Blending with purpose: The multimodal model. Journal of Asynchronous Learning Networks, 13(1), 7-18.

Picciano and Dziuban, C. (2014). “Blended Learning: Research Perspectives.

Picco, B. (2016). Learning language through blended learning: A comparison of mixed-mode and online-only instruction in phonetics. Computer Assisted Language Learning, 29(5), 925–940.

Mayer, R. E. (2016). Teaching and learning with technology. In Handbook of Research on Educational Communications and Technology (pp. 101–112). Springer.