Blended Learning Proposal

Introduction

The promotion of sharing and development of open learning and distance education, technologies, resources and education knowledge is a common phenomenon in both corporate and academic circles today. Common Wealth of Learning (COL) advocates for systematic integration of learning and teaching technology in higher institutions of education through capacity building, policy development and appropriate use of low-cost technologies. The idea of blended learning has emerged from the need for teachers to follow available best practices while working with partner institutions in technology implementation, enabling learning and capacity building. Blended learning is deemed as an approach to education that combines opportunities and materials for online interaction with tradition place-based classroom methods. Blended learning requires both the teachers and students physical presence with some elements control over the place, time pace and path. The implementation of higher education institutions blended learning is rapidly increasing, often to offer flexibility in terms of place and time to a diverse student population. This proposal seeks to justify why blended learning is deemed as more appropriate relative to distance learning.

Historical background of blended learning

As the Blended learning concept continues to gain traction in education settings, researchers are making efforts to establish and ascertain the learning it brings. According to the US Department of Education (Inoue, 2009), web-based learning and teaching and a blend classroom offer access to various learning methods and modes for student skills and expertise developed as learners (Cleveland-Innes et.al, 2019).The authors further argue that blended learning depicts an increase in learners capability to think creatively, learn collaboratively, study independently and tailor individual learning experiences to meet personal needs.

Over the decades, innovative educators have been formulating new delivery approaches in education through combining in-person teaching elements with technology-enabled learning that brings virtual unification of people (oksimović et al, 2015). The simple learning management systems emerged in the late 1990's amounting to the rapid growth of blended learning.

In the early 2000s, computers became a part of everyday life, though education was slower in computer technology integration. Additionally, the minimal technology use was mostly linked with limited usual teach supplement by telling approach. Also as the internet and computers demonstrated opportunities for connecting people based in diverse locations as well as for more interactions fragmented and uneven ways for innovation increased, greater access to information was registered as well as more visuals. Subsequently, browser development and internet connectivity enhanced broader and friendlier learning resources for anyone interested in learning.CD-ROM materials were replaced by web-based learning (Pandit, 2018). In essence, organizations would upload e-learning assessments, materials and assignments via web-enabling learners to access them with a click of a mouse button as opposed to distributing CD-ROMs to learners.

Technology-enabled learning and computers, smartphones and tablets in the majority of today's world population have become more accessible and varied. Diverse institutions and teachers are incorporating web-based learning in their delivery methods while learners enjoy access to diverse publications that support their learning (oksimović et. al, 2015). However, the researchers and education practitioners are challenging this notion arguing that learning competence is restricted, the distribution of broadband internet is uneven and student’s skills vary differently from skills necessary in social media participation. Teachers are considered as instrumental in blended learning as they must have basic technology skills and subject matter expertise as well as new pedagogies that go hand in hand with technology such as collaboration and constructivism. Notably, blended learning provides both collaboration and constructivism.

Theoretical background for blended learning

Grounding our practice, in theory, helps us in making better decisions during the implementation of blended learning, thus supporting learners more effectively in achieving meaningful and deep learning. This section reviews two significant theoretical frameworks applied in blended learning and considers diverse models of technology integration and blended learning.

Constructivist learning theory

Constructivist learning theory provides a framework that integrates online and faces to face learning experiences that creates a blended learning environment for effective learner development. Liaw et.al (2019) links Constructivism theory with more reality in the minds of the knower, implying that the knower constructs the reality and the interpretation is based on his or her apperceptions. Constructivism differs from older learning theories as it places the learner in the active role of constructing knowledge as opposed to the older theories that subject the active role of transmitting knowledge into the learner's mind. Constructivism recognizes diverse experiences that individual learner brings to an educational moment, therefore, proposing each learner to develop new information unique understanding. The teacher serves more like a guide who assists the learners to process information from diverse sources and less of a transmitter of information. Barrett (2018) argues that in constructivist classrooms, defined ideas and concepts are taught directly through explanation and may be identified as students construct them in work and discussion context.

The traditional form of constructivism is also identified as cognitive constructivism. The model emphasizes on individual learners understanding development. This form of constructivism promotes individual learners development of performance goals and reflection. Learners experience tension as they encounter new information between what they perceive or experience and new content that triggers a new content, thus, contradicting previous assumptions. Barrett (2018) asserts that learners engage in inquiry to promote critical thinking, resolve tension and encourage deep learning occurrence as they develop a new approach of thinking that accounts for the new data and perception.

Ranieri, Giampaolo & Bruni (2019) argues that in the blended learning environment, educators utilize motives such as social interaction, pedagogical richness, personal agency, access to knowledge, ease of revision and cost-effectiveness. The possibility of blended learning to provide knowledge access is linked with the use of blended learning in the creation of inquiry-based learning opportunities. The application of blended learning in the creation of social interaction is considered in the use of online discussions. Personal agency is achieved through the formulation of constructivist e-learning systems that are introduced in a blended environment.

Inquiry-based blended learning theory

The Community of Inquiry (CoI) deemed as a model of inquiry-based teaching and learning, is founded on John Dewey and constructivist views of experiential learning work. The COI framework examines the material elements in the creation of deep and meaningful learning (Cleveland-Innes et.al, 2019). The authentic framework establishes the education experience that occurs at the convergence presences such as social, teaching and cognitive. In this study, presence is identified as a state of receptivity and connectedness, alert awareness to cognitive, social, emotional and physical workings of the group and individual context of their learning environments.

Inquiry-based blended learning is another approach to create a constructivist blended environment through shifting the emphasis from instructor driven, linear progression through a set curriculum to a student-driven exploration of potential resources. Cleveland-Innes et.al (2019) highlights that inquiry-based approaches use research, case studies, experimentation and data analysis in encouraging learners to solve authentic issues and develop meaningful questions. The student-driven arrangements enable students to select appropriate resources to their learning needs and preferences. The final project, product or answer developed through inquiry reflects the understanding of the students developed on their own. Additionally, when students work independently, the model reflects cognitive constructivism and when students work collaboratively to develop their final product, the social constructivist environment is experienced (Pandit, 2018).

Conversational Theory

The conversational theory has been used to underpin blended learning. Benard Scott, Gordon Pask and other advanced Conversational theory which acts as the basis of Conversational Framework (Heinze, Procter & Scott, 2007).Some of the underlying assumptions for Conversational Theory include human beings are learning systems, motivation should focus on learning, what is learned and why, if one can teach back something, it should be remembered and the specific misconceptions and conceptions types of understanding that participants can follow for the topic in question, following Aristotle and others can be broadly classified as knowing how and knowing why (Scott, 2001).

Pask's Skeleton of Conversation maps out the basics of the interaction between a Learner and Teacher. The verbal communication occurs in two levels How and Why. Worth noting the Why (comprehension learning) level sets out a context under which How is deemed more meaningful. On the other hand, How (operational learning) is linked with topic understanding. Scott (2001) argues that the topic is deemed as understood when a learner can demonstrate teach back the verbal explanations of Why and How as well as practical elements.

Arguments for blended learning

BL combines delivery methods that complement each other and collaboratively works to support student learning. Therefore, SCE can make use of CDs, printed materials or develop the programme course in smartphone/Tables. This curbs and helps internet/electricity challenges and other technological issues.

In recent years, the term blended learning has been a subject to discussion and the consensus is that blended learning combines face- face learning experiences such as online learning and campus classroom contact experiences. Blended learning incorporates diverse learning approaches, however, perhaps it would appear to be a composite of formal and informal and concerned with individual differences that with online learning or face to face dichotomy that is an area of concern often (Collins & Blake, 2007).

Poon (2012) argues that both students and academics concede that blended learning enhances flexibility for students in perspectives of study pace and learning style. With the adoption of various blended learning delivery methods, there is likelihood to improve students experience and enhance student’s engagement successfully. It is imperative to ensure that blended learning is specifically blended and incorporate an ideal mix of delivery methods. Student’s face to face interaction is crucial for reassurance and ongoing lecturers support. Provision of students training on how to apply specialists’ software is essential in equipping the students fully to utilize blended learning.

Blended learning increases learning access flexibility attributable to online components inclusion. This format enables learners living away from the university to easily enroll in a programme. Additionally, the online component benefits other learners allowing them to work any time at any place of their preference and catch up on course without necessarily going to the university, in case of sickness and other commitments (Owston, Sinclair, & Wideman,2006,)

According to Garrison & Cleveland-Innes (2003), resource and cost-effectiveness is an advantage linked with blended learning. Institution costs are minimized as the developed materials can be reused for an extended duration of time and placed online. Moreover, the cohort size can be increased while the number of classes decreases. Use of blended learning reduces the student classroom and staff contact time and minimizes staffing costs.

The objective of a blended learning adoption is to improve learning outcomes, a main implementation rationale (Mitchell & Honore,2007). Blended learning promotes learning and teaching efficiency as it integrates all forms of print, media, animation, video and audio.

The application of blended Learning in SCE will contribute and help in bridging the existing challenge of inadequate academic staff and limited space (lecture halls). Therefore, the number of classes’ lectures will decrease while the size of the enrollment increases.

Linlin (2019) argues that blended learning is an institutional methodology that leverages on technology, providing a more individualized learning approach that gives students control over the place, pace, path and time of their learning.

Blended learning offers opportunities for collaborative learning. Online learning spaces are linked with greater and more engaging collaboration experiences between instructors and students. These opportunities are inclusive of collaborative tools such as online wikis, forum discussions, chats and blogs. These tools avail collaborative connections in and out of the online classroom. Li (2019) argues that collaborative learning inspires critical thinking, enhances problem-solving, enhance self -management skills development, improves social interactions, promotes oral communication skills and fosters interpersonal relationships development.

Blended learning contributes to communication improvement. The teachers can reach both part-time and full-time students via diverse communication channels (Adebayo et.al, 2019). Notably, learning management offers diverse communication channels such as chats, forums, email, assignment spaces and news.

Improved accessibility is linked with blended learning. Access to online materials, classroom and communication provide learning skills development and convenience (Adebayo et.al, 2019). Blended learning promotes assessment strategies. Student evaluations of both summative feedback and formative can be more detailed and frequent via online structures (Adebayo et.al, 2019). Practice assessment and self-evaluation improves learning and engagement.

Arguments against blended learning

Blended learning is coupled with some significant challenges certainly in the models that incorporate inadequate training, expensive technology, technological issues, the need to adopt blended learning concept, weak relationships between teachers and students and decreased motivation.

Milad (2019) argues that blended learning is demanding in terms of technology as it requires software, hardware and internet access with appropriate bandwidth. These resource requirements create a systematic lack of access. Worth noting technology tools must be user-friendly, readily available, current and reliable for internet use to support learning in a meaningful manner.

Moreover, blended learning requires IT knowledge and skills. In essence, IT literacy and preparation for the application of the technological tool is imperative. Lack of both skill and knowledge is a limiting factor to access and quality learning experience (Milad, 2019). Access to technical support is fundamental in blended learning.

Blended learning is disadvantaged by a lack of self -direction and self- pacing. Online learning encourages and requires learner management and independence (Milad, 2019). For instance, some researchers suggest that many students are prone to watch multiple weeks' worth videos lecturers at once as opposed to the course structure. Students come to online learning with diverse degrees of learning competence, therefore, self-management should be part of online learning experiences to support such learning.

Conclusion

I suggest the implementation of Blended Learning in the School of Continuing Education (SCE). The SCE is one of the universities in Nigeria that was established to provide part-time degree programs to give opportunities to individuals who their nature of work and responsibilities limit them from improving themselves academically. The school provides diverse degree departments inclusive of social sciences, education, sciences and art and humanities. The school is also focusing on introducing PG programs.

Based on the reasons above I discussed with the university management and advised them to introduce BL in some courses as opposed to introducing distance learning. Hence the management requested me to write a proposal and suggestions for BL implementation.

Blended learning in SCE is coupled with challenges such as inadequate facilities, limited space especially lecture halls, low number of academic and non-academic staff while the number of applicants in rapidly increasing annually. However, SCE is spending highly for hearing part-time lecturers teach the students as an approach to curbing the aforementioned challenge. Therefore, the introduction of blended learning is an ideal solution to this issue.

Blended learning is an ideal approach to education that combines opportunities and materials for online interaction with tradition place-based classroom methods. The higher education institutions blended learning implementation would enhance flexibility regarding time and place to a diverse student population and this makes it more appropriate relative to distance learning. Blended learning uses online learning systems that are designed to create experiences necessary for learners to shape their understanding via virtual labs. It also incorporates inquiry-based learning that applies either cognitive or social constructivism or students work in groups or individually to select resources and examine them according to their abilities and interests.

Dig deeper into Beyond Purpose And Reflection with our selection of articles.

References

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