Blending online learning with traditional approaches: changing practices

Abstract

Considerable claims have been made for the development of e-learning, either as stand-alone programmes or alongside more traditional approaches to teaching and learning, for students across school and tertiary education. National initiatives have improved the position of schools in terms of access to hardware and electronic networking, software and educational resources, and staff development. The potential of e-learning to improve learning and teaching, and in turn, attainment, may be contested by academics but the policy makers are generally positive. Many countries across Europe and North America have adopted information and communication technology (ICT) as a central plank in school improvement and effectiveness planning. At the centre, however, remain the teacher and the learner. The impact of ICT on the learning experience will depend upon the roles adopted by each, the model of the learner held by the teacher and the pedagogy adopted. This paper considers the ways in which teachers and students responded to the implementation of one particular online programme and considers the approaches adopted and the attitudes to its use. The SCHOLAR programme is designed to complement rather than replace traditional teaching and learning approaches within schools and is aimed at students in the post-compulsory years of secondary school working towards external certification. It has a number of features including course materials, revision exercises, self-assessment facilities and a discussion forum. The independent evaluation of SCHOLAR looked at the impact that its use made on learning and teaching in the post-16 classroom and the differing ways in which teachers and students used the various elements of the programme. While it did appear to have a positive impact on attainment, the evidence indicates that this might have been greater had the teachers modified their practice, blending learning through SCHOLAR with more traditional methods.

Factors Influencing the Adoption of ICT by Teachers in Primary Schools in Saudi Arabia

“…www.ijacsa.thesai.org System quality indicates the quality of the ICT systems available in primary schools for teaching and learning activities. The quality of the ICT system significantly influences perceived usefulness [44], [47], [53], users' attitudes toward using the technology [44], [47], [49], [54], and users' behavioural intentions to use technologies [44], [49], [50], [55]. Unfortunately, in Saudi Arabia, teachers suffer from limited knowledge of the use and maintenance of ICT, as well as the basic technical and pedagogical skills for using technology in teaching, which negatively influences their current use of ICT [39], [40].…”

Competencies of trainee secondary school teachers in using common ICT tools and Office software packages and the implications for successful integration of ICT in the Mauritian education system

“…Eventually it was found that a number of practising teachers are experiencing doubts in how to integrate effectively ICT tools into the existing curriculum. Condie and Livingston (2007) also found in a study that while some teachers continue to display a reluctance to engage with new technology, others remain fearful of trying new approaches which they perceive might have a negative impacts on examination results. The major barriers may be lack of confidence, lack of competence or lack of access to ICT resources.…”

The Effect of Designing a Blended Learning Environment on Achievement and Deep Learning of Graduate Students at the Arabian Gulf University

“…Blended learning as an approach to learning has gained momentum because of its widespread integration in educational organizations and training centers [4] [5]. Utilization of blended learning (mixed learning) has proven to enhance and increase the effectiveness and efficiency of teaching and learning in both instructional and training environments [6] [7] asserted that modification of instructional practices takes place by mixing traditional learning with internet based learning which in turn leads students to: Focus on desired instructional skills such as critical thinking, carry out their responsibilities in the process of learning, and organize the process of learning resource utilization. Moreover, mixing traditional and electronic forms of learning (i.e., blended learning) provides learners with electronic instructional resources viewed to be lacking in traditional learning environments.…”