True blended learning affords students not only the opportunity to gain both content and instruction via online as well as traditional classroom means, but also an element of authority over this process. Freeing students from the confines of the school day, the walls of the classroom, the sole expertise of the teacher, and the pace of the rest of the class, blended learning could fundamentally change the system and structure of school, and provide students with a more personalized, active learning experience. I think using blended learning is very helpful for students. It frees up time and space for the teacher to work individually with students who need extra time while allowing students to learn at their own pace.  According to the article, “blended learning could fundamentally change the system and structure of school, and provide students with a more personalized, active learning experience.” Blended learning can mean a step forward toward something greater—giving students agency over their own learning, but that is dependent on the direction chosen by the teacher.

“Is K–12 blended learning disruptive?” That is, does it create a new definition of what qualifies as “good”? They argue that to be disruptive, blended learning needs to replace the existing teacher-directed orientation of school with a more student-centered model. Blended learning could create a new definition of teaching and learning, or it could become nothing more than a digital version of a traditional notion of school.