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The discussion highlights obstacles including insufficient teacher preparation for shifting instructional strategies, strains on mental health, and uncertainty about technological expectations. Practical workarounds are proposed to help educators balance these demands, improve future learning experiences, and sustain blended learning’s role in education.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/blended-learning-the-balancing-act/595143/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/blended-learning-the-balancing-act/595143.png","ImageObject",300,407,{"name":92,"@type":93},"Bulrr","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-27","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why did blended learning expand during the COVID-19 pandemic?","Question",{"text":112,"@type":113},"School closures and variable attendance forced education to shift toward online platforms, leading many schools to adopt blended learning so students could learn both at home and in school.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What were the major issues identified in implementing blended learning?",{"text":117,"@type":113},"The article emphasizes three key issues: teacher preparation, mental health, and technological expectations.",{"name":119,"@type":110,"acceptedAnswer":120},"What solutions does the article suggest for teacher preparation?",{"text":121,"@type":113},"It recommends building teachers’ comfort in their content areas, providing professional development opportunities, and ensuring clear messaging from administrators about blended learning expectations and platforms.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},595143,1792192597,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":24,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},5909892115043,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","REFEREED ARTICLE  \nBlended Learning: The Balancing Act  \nBrent Barsewsky  \nAbstract  \nBlended learning (a combination of in-class and online learning) is growing as a popular form of education, especially during the COVID-19 pandemic. However, this style of education presents many issues for educators and students, related to teacher preparation, mental health, and technological expectations. Although these issues are frustrating at times, there are various ways to work around them. By finding solutions to these issues, educators will cultivate stronger learning experiences for students in the future. Blended learning promises to remain a part of society, and we must learn how to balance it in our lives.  \nMarch 2020 marked a jump into uncertainty in the world of education. Due to the COVID-19 pandemic, governments and teachers were looking for innovative ways to continue educating students successfully. School closures and variable attendance, both stemming from uncontrollable factors, forced education to shift to embrace online platforms. It was during this time of great uncertainty that most schools shifted to the blended learning model to meet the needs of students both at home and at school. Blended learning involves in-class learning along with online components as well. It became clear that success in blended learning would require a balancing act for the teachers as well as students (McKenna et al. , 2019) . Many issues arose during blended learning implementation, and solutions needed to be found for it to be successful. Three of these issues were teacher preparation, mental health, and technological expectations. By understanding these various issues, and posing solutions, educators can move forward and incorporate blended learning effectively in the future.  \nTeacher Preparation  \nOne of the major hurdles to executing blended learning was the lack of preparation regarding instructional strategies provided to educators so as to make this shift in a short period. This presented a challenge to teachers because, in addition to their regular duties, they also had to adapt to implementing said strategies as they encountered various issues (Barnwell, 2020) . Teachers also needed to understand a wide variety of platforms to create a collaborative online community that would facilitate student learning (Vaughan et al. , 2019) . Collaboration would be essential in these matters, and schools needed to be clear on what their specific definition of blended learning entailed. Due to differing views or definitions of what blended learning required, many organizations failed to achieve one of the most important aspects of successful implementation, which is to be clear in their expectations for both teachers and learners (McKenna et al. , 2019) . Additionally, educators who found themselves teaching various subject areas, such as ESL, needed to have not only a solid understanding of their content area, but also a strong understanding of technology and language barriers with their students (Xu et al. , 2020) . Though many teachers successfully adapted to the implementation of instructional strategies throughout the pandemic, this was still a major cause for concern for Manitoba’s educators.  \nThree solutions for issues in teacher preparation include building comfort in content area, professional development opportunities, and clear messaging from administrators. The first solution to solve the issue of teacher preparation is building comfort in teachers’ content area. Teachers need the knowledge to create resources that will support them to be successful in designing assessments for their students, regardless of the delivery model (Panisoara et al. ,  \n2020) . If teachers are not comfortable in their abilities, or knowledge on a subject, they will not produce quality learning opportunities for their students. Though it is clear that teachers must have a level of subject matter knowledge (SMK) to effectively teach a course, it is bec","cbCaihgsevysV0YV","https://ap.wps.com/l/cbCaihgsevysV0YV","pdf",86736,"English","# Abstract\n## Teacher Preparation\n## Professional Development\n## Administrative Messaging","[{\"question\":\"Why did blended learning expand during the COVID-19 pandemic?\",\"answer\":\"School closures and variable attendance forced education to shift toward online platforms, leading many schools to adopt blended learning so students could learn both at home and in school.\"},{\"question\":\"What were the major issues identified in implementing blended learning?\",\"answer\":\"The article emphasizes three key issues: teacher preparation, mental health, and technological expectations.\"},{\"question\":\"What solutions does the article suggest for teacher preparation?\",\"answer\":\"It recommends building teachers’ comfort in their content areas, providing professional development opportunities, and ensuring clear messaging from administrators about blended learning expectations and platforms.\"}]","Blended Learning: The Balancing Act | PDF",1792080517,13]