Potential Impact of Blended Learning on Teacher Education in Mongolia

Abstract

Mongolia is a developing country with little infrastructure capacities, but with rapid economic growth for the past few years. Within the past few years, internet and mobile technologies have become more affordable and widespread. Even though there are improvements, it is no secret that quality in all levels of educational sector in Mongolia is inadequate. E-Learning is becoming a driving force of the pedagogical and technological innovations in the higher education institutions worldwide. The most practiced form of the e-Learning in the higher education institutions is blended learning. Some researches show that use of a blended learning course in higher education can result in better quality in instruction. Design and implementation of blended course in particular situation, revision and assessment of quality, would not only enable to share the experience with the similar higher education institutions but also contribute to the overall research in quality in higher education. This paper presents implementation and improvement of the blended "Pedagogy course," using Moodle Learning Management System and discusses the potential impact on teacher education in Mongolia. Pilot blended "Pedagogy course" was designed and implemented during 2012-2013 school year then revised in 2014-2015 school year. To ensure effectiveness, Keller's ARCS model of motivational design, validated by many researches was chosen. At the end of the implementation, the students' blended learning experience survey was completed followed by focus group discussion and statistical analysis. Results show that students in blended class could achieve better grades than traditional class, with high satisfaction. The outcome of the research shows that blended learning implementation can improve quality in higher education has a potential to improve teacher education and should be recommended in similar educational institutions in developing countries with similar situation in Mongolia.

Time to Achieve: Implementing Blended Learning Routines in an Indian Elementary Classroom

“…Garrison and Vaughan (2008) echo this sentiment when they said that "blended learning is the organic integration of thoughtfully selected and complementary face-to-face and online approaches and technologies" (p. 148). As interest in participating in the global technology-based economy has increased, blended learning for young children has increased in popularity worldwide (Al Mosawi & Wali, 2015;Aparicio et al, 2017;Fleck, 2012;Jachin & Usagawa, 2017;Kazakoff et al, 2018;Saritepeco & C¸akır, 2015;Schechter et al, 2015) as more countries acquire regular, consistent access to the internet and digital devices there is potential for even more growth.…”

Blended Learning Implementation and Impact in Vocational Schools

“…The studies were, among other things, in terms of the instructors, lecturers, or staff's readiness background in carrying out blended learning in 6 articles (26%), from the students' background, there were 5 articles (22%), from the technology availability or infrastructure, there were 3 articles (13%), and most focus on systematic indicators, namely the blended learning's design and management, as many as 9 articles (39%) in which there were learning designs and strategies. (Maarop & Embi, 2016); (Machumu et al, 2016); (Boelens et al, 2017); (Nortvig et al, 2018); (Han & Ellis, 2019); (Setiawan et al, 2019) (Machumu et al, 2016); (Manwaring et al, 2017); (Vanslambrouck et al, 2018); (Nortvig et al, 2018); (Yick et al, 2019) (Porter & Graham, 2016); (Ng et al, 2017); (Nortvig et al, 2018) (Chen & Tat Yao, 2016); (Kristanto et al, 2017); (Margolis et al, 2017); (Jachin & Usagawa, 2017); (Charitopoulos et al, 2017); (Nortvig et al, 2018); (Dewi et al, 2018); (Thompson et al, 2019); (Kulkarni et al, 2019) Total 6…”

“…Design and management indicators are used as benchmarks for the blended learning process's success, including various learning models and strategies (Chen & Tat Yao, 2016;Kristanto et al, 2017;Margolis et al, 2017;Dewi et al, 2018). In blended learning, media is needed to convey material to students, including Moodle (Charitopoulos et al, 2017;Jachin & Usagawa, 2017;Kulkarni et al, 2019). The blended learning development is increasingly in demand as a learning system that adapts to technological progress; thus, new innovations are also needed not to be monotonous, one of which is cross-institutional partnerships (Thompson et al, 2019).…”

“…Finally, 1 article (8%) of the research results were not included in any category, where the article analyzed blended learning impact in terms of time efficiency. (Banditvilai, 2016); (Li et al, 2018); (Yick et al, 2019) (Vo et al, 2017); (Patmanthara & Hidayat, 2018); (Rajabi et al, 2017); (Jachin & Usagawa, 2017); (Marchalot et al, 2018); (Kulkarni et al, 2019) (Banditvilai, 2016); (Kintu et al, 2017); (Vanslambrouck et al, 2018); (Ramirez-Arellano et al, 2018) (Hajji et al, 2016) Total 3…”

“…At this level, students were required to study the material provided by the teacher so that competencies were achieved according to the learning plan. This research focus was commonly carried out because the blended learning impact was seen from the student test score results (Vo et al, 2017;Patmanthara & Hidayat, 2018;Rajabi et al, 2017;Jachin & Usagawa, 2017;Marchalot et al, 2018;Kulkarni et al, 2019). This ability and knowledge included short-term impacts; therefore, retest tests could be carried out to assess student competencies.…”