BLENDED LEARNING IN HIGHER EDUCATION: UTILITY OR FUTILITY?

1. BLENDED LEARNING IN HIGHER EDUCATION: UTILITY OR FUTILITY?

4. TOPIC This paper explores the utility or futility of introducing blended learning approaches to programmes offered at higher education institutions in Trinidad and Tobago. The paper examines the potential benefits and risks involved in the transition to blended learning compared with conventional face-to-face education.

5. WHAT IS BLENDED LEARNING? Blended learningcombines face-to-face classroom methods with computer-mediated activities to form an integrated instructional approach.

6. WHAT IS BLENDED LEARNING? • The American Management Association defines Blended Learning as “learning that integrates seemingly opposite approaches, such as formal and informal learning, face-to-face and online experiences, directed paths and reliance self direction, and digital references and collegial connections, in order to achieve individual and organizational goals.” (Rossett & Frazee , 2006, p. 2)

7. Previous Research on Blended Learning • Current literature suggests that this hybrid model of distance education supports student learning more effectively than any other format. (Reasons, Valadares, & Slavkin, 2005) • Albrecht in his study Enriching Student Experience through Blended Learning reported high student satisfaction with blended learning. He also reported that faculty at different universities are satisfied with the learning outcomes of blended learning. (Albrecht, 2006)

10. SETTINGS AND CONTEXT OF THE STUDY

11. TRINIDAD AND TOBAGO • Trinidad and Tobago covers an area 5,128 square kilometres (1,980 sq mi). It consists of two main islands, Trinidad and Tobago. According to the Central Statistical Office the population is approximately 1,047,366.

13. STUDENT POPULATION According to data collected by the Accreditation Council of Trinidad and Tobago, total student population of 69,700 in 2007 was Trinidad and Tobago.

14. To meet the growing demand for higher education in the country, the Government of Trinidad and Tobago in 2006 made tertiary education tuition free for all Trinidadian citizens studying locally and at accepted regional institutions. Billions of dollars have been pumped into the county’s tertiary education institutions to help meet the demand of their growing student populations. With the introduction of free tertiary tuition (through GATE), classrooms and campuses have become overcrowded across the country. This has forced Universities to introduce ‘shift’ systems to maximize the use of limited classrooms.

15. STUDENT PERCEPTIONS In the interviews conducted with students on their preferences to learning: • 68% indicated that they preferred having parts of their classes taught online and other parts taught face-to-face • 22% disagreed • 10% were neutral

16. STUDENT PERCEPTIONS • 90% of the freshmen participants indicated that they would need some type of face-to-face component to help them stay focused. • 80% of students that participated in a blended learning course indicated that having face-to-face activities with their classmates added value to their learning. • 70% of the participants indicated that blended learning increased the opportunity for them to gain more perspective than only the face-to-face approach.

17. STUDENT PERCEPTIONS • 60% indicated that online videos, web chats, discussion boards, podcasts and other actives helped improve pedagogy. • High numbers also indicated that they would recommend a course that had been offered via blended learning to a fellow classmate. • Participants indicated that blended learning promoted a flexible learning environment,strengthened student autonomy and encouraged research.

18. BENEFITS Benefits of blended courses for STUDENTS include: • Students are inspired to search related topics on their own, and improve critical thinking skills. • Students readily access information from online technology and enhance their learning. • Learners become self-directed and in the process develop lifelong learning skills.

19. BENEFITS Benefits for FACULTY involved in delivery of blended courses include: • Development of new skills and knowledge that transform teaching and learning. • The lecturer can “blend learning” to fit various needs. INSTITUTIONS: • increase enrolment, improved teaching and learning outcomes, and more efficient resource use.

20. CHALLENGES TO BLENDED LEARNING Some major challenge in implementing blended learning in the Trinidad and Tobago’s higher education system include: • Adaptation with the traditional classroom • Faculty ‘buy-in’ • Frequent technological upgrades • Limited ‘economies of scale’ in the region • Quality assurance

21. Risks of Introducing Blended Learning • Universities would have to invest time and costs to train faculty. • Challenges getting some students to adapt to this new type of learning as they have become accustomed to the classroom lecture based system. • The initial implementation of this approach will be costly. • Defining standards of equivalency and defining workload.

22. CONCLUSION This research examined an alternative delivery platform that can integrate online learning with face-to-face learning. This research found that students and faculty perceptions to the use of a blended learning approach in programs was largely favorable. It also showed that blended learning can be adapted to meet the needs of the Trinidad and Tobago student.

23. CONCLUSION The research indicated benefits to blended learning as increased learner satisfaction and flexibility in learning. Students and faculty also indicated that there was sufficient interaction online and students understood the materials presented to them. Students developed critical thinking skills and a sense of autonomy.

24. Recommendations • Continued research on the characteristics of blended learning education will explore its impact on student learning rather than simply justify its existence. • It is recommended that other researchers undertake this research on a larger scale in Trinidad and Tobago.

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