Kamis, Juni 27, 2013 ,

Blended Learning


1) The Introduction of Blended Teaching Method
Blended learning is a form of education that combines face-to-face classroom methods with computer-mediated activities.[1] According to its proponents, the strategy creates a more integrated approach for both teachers and students. For example, a blended approach to a traditional, face to face course might mean that the class meets once per week instead of the usual three-session format. Learning activities that otherwise would have taken place during classroom time can be moved online
Duhancey defines blended learning as a course that comprises any combined use of electronic learning tools that supplement, but do not replace face to face learning.[2] Sahin defines blended learning as kind of distance learning that is used to support face to face learning.[3] The last two definitions of blended learning are the most suitable ones in regards to the type of learning used in this study.[4] Many models have been followed in designing blended
courses.
Many researchers think that various educational goals can be met through the combination of electronic tools and traditional teaching in blended learning. Garnham & Kaleta believe the goal of combining tools is to join “the features” of face to face and online learning. According to Duhancay, the integration of technology in the learning system aims to facilitate and accelerate reaching the educational goal.[5]
From several definitions above, the research concludes that blended method is a combining face to face classroom methods with computer-mediated activities to form an integrated instructional approach. In the past, digital materials have served in a supplementary role, helping to support face to face instruction.

2) The Objective of Blended Teaching Method
Each learner requires a scientific study of the instruction, to have a better operational ability. Thus, the good instructions provide individual with better learning experiences by using media, strategies and methods. These learning experiences are able to promote interactions that allow the learners to recall all the information that they have absorbed and combine it with other experiences, so that a new kind of knowledge base can be formed. The goal of a blended approach is to join the best aspects of both face to face and online instruction. Classroom time can be used to engage students in advanced interactive experiences.  Meanwhile, the online portion of the course can provide students with multimedia-rich content at any time of day, anywhere the student has internet access.[6]
Moreover, the goal of a blended approach is to join the best aspects of both face to face and online instruction. Classroom time can be used to engage students in advanced interactive experiences.  Meanwhile, the online portion of the course can provide students with multimedia-rich content at any time of day, anywhere the student has internet access, from Penn State computer labs, the coffee shop, or the students’ homes. This allows for an increase in scheduling flexibility for students. In addition to flexibility and convenience for students in learning outcome gains and increased enrollment retention.[7]

3)      Teaching Blended Strategy
There are no rules in place to prescribe what the ideal blend might be referring to the teacher. The term “blended” encompasses a broad continuum, and can include any integration of face to face and online instructional content. The blend of face to face and online materials will vary depending on the content, the needs of the students, and the preferences of the teacher.[8]
In the blended learning approach, a student’s day typically includes a combination of online learning and small group instruction time with teachers.  This learning model shifts the classroom teacher’s focus away from more traditional curricular and administrative tasks in the direction of working with data and providing more individualized support to students. Because the focus in this model has shifted from planning lessons and delivering content to being a facilitator of student learning, the classroom teacher’s role can expand in challenging and stimulating ways.
Rather than follow the traditional roles of sharing content and grading papers, classroom teachers in the blended learning model should know several things, they are:[9]
a.      Assess, analyze and aggregate data
Using technology as an integral part of the planning process for each individual student, groups of students and the whole class and using benchmark tests and other assessments to direct instruction at different levels whether is individual, group or  class. To help teachers learn their new roles and to understand online learning, many blended learning programs require that the teachers take an online class themselves as part of the required professional development. Having an experienced blended learning mentor as a guide and participating in training on the data management system also is important.  With proper professional development, a “traditional” teacher can develop the data-analysis skills needed to get the most out of the blended learning model.
b.      Be open to new teaching strategies
Having a wide breadth of content knowledge in order to teach multiple subjects differentiate instruction based upon student needs as determined by the data which is focused on academic intervention and enrichment. While blended learning teacher still need to be able to maximize learning time and manage a classroom effectively, they have more individual time with students and can give them the attention and support they need.
c.       Be Leaders
The model learning and show students how to find information and answers (or ask the right questions). Teacher is also able to manage project-based learning activities and has strategies in place to keep students on-task, engaged and motivated.
The blended learning teacher helps students move beyond simply “regurgitating” rote responses to learning to apply content to new situations.  Just as the teacher must interpret and analyze information, students need to learn to reason, integrate information and demonstrate knowledge through application.
Continued growth as they modify their existing strategies to lead students to become independent learners themselves. Technology can also give teachers crucial information to understand individual needs of students to support and strengthen their learning. When teachers use good technology effectively, it provides them the power to become even greater experts in the content areas they teach.



[2] Abeer Aidh S. Alshwiah. The Effects of a Blended Learning Strategy in Teaching Vocabulary on Premedical Students' Achievement, Satisfaction and Attitude toward English Language. (thesis). (KSA: Arabian Gulf University, 2009). p. 2
[3] Id.,
[4] Id.,
[5] Ibid., p. 23