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Blended learning in higher education: Tapping on the best of both worlds

Blended learning in higher education: Tapping on the best of both worlds. Regina K. Masalela The Fourth Annual Conference of Learning International Networks Consortium 28-30 October 2007. Blended Learning Defined. Driscoll (2002): combination of instruction of instructional methods

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Blended learning in higher education: Tapping on the best of both worlds

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  1. Blended learning in higher education: Tapping on the best of both worlds Regina K. Masalela The Fourth Annual Conference of Learning International Networks Consortium 28-30 October 2007

  2. Blended Learning Defined • Driscoll (2002): combination of instruction of instructional methods • Bersin & Associates (2003) combination of instructional modalities • Reay , 2001); Young, 2002 ;Rooney, 2003): combination of online and face-to-face instructions

  3. Is there a perfect blend? • No standard • Ensure effective integration of the two main components (face-to-face and Internet technology) • Factors influencing the mix: course instructional goals, student characteristics, instructor experience & teaching style, developmental level & online resources

  4. Why blend? • Pedagogical richness • Access to knowledge • Social interaction • Personal agency • Cost effectiveness • Ease of revision

  5. Potential benefits of blended learning • More effective pedagogy • Increased convenience & access • Increased cost effectiveness

  6. More effective pedagogy • More increase in active learning strategies • More learner-centered focus • A greater emphasis on peer-to-peer learning • A change in the way faculty allocate time for increased mentoring of individual students • The possibility for interaction with remote expert or peer review of projects

  7. Convenience and access • Learner convenience especially mature learners with commitment • Social interaction & human touch in face-to-face class environment • Access to learning (one of the key factors in the growth of distributed learning environment)

  8. Cost effectiveness • Cost saving - a business critical problem - a large dispersed audience - a short time to complete & deliver solution

  9. Challenges of blended learning • Finding the “right” blend • Adapting to the increased demand on time • Measuring the impact of blended learning environment • Adapting the culture to accept blended learning environments

  10. Blended Learning at the University of Botswana (UB) • UB embarked on diffusion of online learning in 2001 • Educational Technology Unit - training of faculty • Each faculty member has a computer, access to a printer and the Internet • Three Smart Classrooms

  11. Rationale • Rationale • Increasing the quality of learning & the success rate of students • Creating & supporting new research opportunities • Alleviating increasing administrative & teaching pressures on academic staff • Supporting academic freedom & freedom of speech through information flows; • Making teaching more rewarding & exciting for academics

  12. UB faculty perceptions of Blended Learning • Benefits improved teaching Fulfilled their personal desires to teach Provided opportunities for scholarship Innovative instruction Intellectual challenge

  13. Challenges for Adopters • Infrastructure • Slow network & shutdowns • Technical support for students • Students’ limited technological skills & attitudes towards using online learning

  14. Non-Adopters Called for a more proactive role of Edu-Tech in selling blended learning • Lack of infrastructure • Quality assurance • Poor management • Lack of incentives • fear or lack of confidence in using the LMS & technology in general

  15. Implications for UB • Lecturers/faculty members need training to acquire skills for integrating technology into their practice • Need for students’ adequate skills to use technology • Reward structures needed • Access to the Internet by students crucial • National Information & Communication Technology Policy (a promise)

  16. Recommended programmes by NICTP • Community Access Centers (CAC) • Mobile Internet Units (MIUs) • ThutoNet • Computers for School Programme (CSP)

  17. Concluding remarks • Because technology is neither constrained by neither time nor spaces, it can improve the quality of higher education students who are geographically dispersed. • It could afford them the opportunity to engage in reflective dialogue with each other & their teachers • Technology resources should be available

  18. Concluding remarks • The use of Technology in teaching & technology awareness should be intensified • Change of mindset to learn by all the role players in the teaching and learning process

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