Blended learning: Deficits and prospects in higher education

Abstract

This article examines the nature and evolution of the term blended learning (BL), which encompasses numerous connotations, including its conception as a strategy, delivery mode, opportunity, educational shift, or pedagogical approach. Although much has been said in this field, very few studies examine the different types of blends behind their implementation. To address this gap in the literature, the article indicates types of blends and analyses the characteristics of BL, its benefits and limitations, supported by a review of literature, and an analysis of a sample of BL cases in higher education language-teaching worldwide. Additional data were also gathered through a questionnaire administered to language department chairs. Data were triangulated and analysed using the grounded theory approach. The article closes with an examination of different levels of blending, the various perspectives within the educational community on its use, and a discussion of its future applicability, especially in higher education.

Стратегія Змішаного Навчання В Програмах Підвищення Кваліфікації Вчителів

“…As stated by the recent research [14], blended learning (BL) is a widely-accepted understanding that integrating both modalities (online learning and face-to-face learning) ensures flexibility of access to and use of knowledge.…”

“…As stated in the latest study of foreign scholars [9] - [14], there are numerous benefits and opportunities of blending learning strategy to enhance the effectiveness of the teacher training process. Some of them are:…”

“…− -BL surpasses barriers of time and place; − -BL fosters higher levels of interaction between learner and instructor, between learner and learner, between learner and content, and between learner and course interface [10]; − -BL fosters not only the use of different information and communication technologies but also facilitates the emergence and development of different kinds of interactions and encounters among participants [13]; − -BL offers instructional flexibility (via F2F, online instructor-led activities, webbased self-access activities) by using a practical, up-to-date, and time-effective complement to lessons. Instructors can also reduce classroom lecture time by addressing class-related issues via audio-visual means [12]; − -BL offers educational communities the opportunity to customise their learning using synchronous and asynchronous delivery modes to increase levels of interaction among the agents involved [14]; − -BL offers the possibility to design and implement inquiry-based learning activities through unrestricted interaction and critical discourse, which fosters more critical and creative learners [10]; − -BL offers the opportunity for learners to customise their learning experiences according to their needs, styles, skills, demographics, previous learning history with online formats, and beliefs [11]; − -in BL learners are provided with different sets of components to pick and choose and enhance their academic experience [9]; − -in BL learners can develop different abilities to find, use, and evaluate information ethically and effectively [13]; − -BL is an effective and low-risk strategy for meeting the challenge of the transformational changes that technological developments bring to education [12]. C. Graham, S. Allen, and D. Ure [13] claim that BL can occur at the activity level, the course level, the program level, or the institutional level: − blending at the activity level -a learning activity that is composed of both F2F and computer-mediated elements; − blending at the course level is used in two options: 1) the learning activities that use computer-mediated and F2F sections that overlap in time; 2) the learning activities in different time blocks that are structured chronologically but do not necessarily overlap; − blending at the program level -participants choose a mix between F2F courses and online courses, or the course offerings (composed of F2F and online courses) are prearranged by the program.…”

“…Articles devoted to the blended learning are of special interest in our study. The topics discussed are: blended learning as the modern perspective of distance education in the age of globalization (S. Sethy) [9], opportunities of blended learning to enhance educational programming and meetings (J. Rooney) [10], definition, current trends, and future directions of blended learning systems (C. Graham) [11], future directions of blended learning in higher education and workplace learning settings (C. Bonk, K. Kim, T. Zeng) [12], benefits and challenges of blended learning environments (C. Graham, S. Allen, and D. Ure [13], deficits and prospects of blended learning in higher education (L. Cuesta Medina) [14].…”

Apakah Pembelajaran Menggunakan Teknologi dapat Meningkatkan Literasi Manusia pada Generasi Z di Indonesia?

“…Blended learning bukan berarti memasukkan teknologi pada pembelajaran face to face, namun merupakan upaya mendesain ulang proses pembelajaran dikembangkan dan dijadwalkan secara jelas melalui instruksi langsung dan visual. Interaksi yang diciptakan melalui blended learning lebih instensif baik antara peserta dengan instruktur, antar sesame peserta ataupun antar peserta dengan konten pembelajarannya [23]. Blended learning menggabungkan metode pembelajaran sinkron dengan asinkron.…”