Blended Learning: A way to assist learners in rural sectors

The term “Blended learning” is used frequently along with the term “e-Learning”. Is it just another buzz word or an old wine in a new bottle? 

It is relevant to review the present situation in the country with reference to computer literacy and the percentage of households owning computers in different sectors, urban, rural, estate, etc. Computer literacy/Computer ownership as a percentage (Sri Lanka: 30.1/22.2, Urban: 41.5/38.3, Rural: 28.6/19.9, Estate: 13.7/3.8), as per the published statistics.

The above statistics clearly indicate a vast disparity within the sectors in computer literacy and ownership of computers by households. Under such situation, a heavy emphasis on e-learning or technology based education could worsen the present relative social standing of rural and estate sectors. While actions need to be taken to reduce the above disparities in the longer run, it is imperative that less privileged sectors be provided with facilities such as blended learning to mitigate the disparities currently exist.

Blended learning is defined as a combination of multiple approaches to pedagogy or teaching. It is achieved through the combination of virtual and physical resources. Blended learning is a blend between e-Learning and traditional delivery methods such as traditional class rooms, printed learning material, etc. 

Most learners are familiar with how teachers use different delivery methods to achieve learning outcomes, e.g. lectures, discussion groups, drills and practices, role plays, audio/video clips, computer-based tutorials, etc. Therefore, it can be said that blended learning is a new name for an old concept.

Blended learning can cater to a large cross section of learners including rural and estate sectors in achieving their learning goals by accommodating different modes of delivery, models of teaching and styles of learning. All students do not learn in just the same way nor do they have same accessibility to technology; therefore, it is important to provide different methods, media and approaches to learn the same content by different students.

With regular Internet, TV, radio, etc., it is possible to deliver educational and training content for the benefit of the learners throughout the country. The content could include material for school and university programmes, improvement of general skills such as English knowledge and computer literacy, vocational skills such as repair and maintenance of automobiles, computers, etc. However, those who are familiar with distance learning are aware of the main hardships the learners face; the lack of tutor support and feedback.

The "theory" part of the learning task can be delivered through the technology mentioned above. How can the tutor support and feedback be provided? The way to proceed may be to use a blended learning approach. It is possible to meet the above learner needs through a combination of online and face-to-face tutor support. Face-to-face tutor support can be provided at venues such as Open University's regional centres, University of Vocational Technology, technical colleges, and other suitable public and private sector educational establishments. This is a feasible approach that would directly benefit the rural sector learners.

The learners would choose the method that suits them best based on preference, accessibility, affordability, etc. Different approaches in delivery are also necessary due to different learning contexts (traditional learning, distance learning, etc.), learner types (auditory learners, visual learners, etc.) and leaning tasks (facts, concepts, etc.). Also, when the technology is not equally accessible to the entire cross-section of learners, blended learning could provide alternatives to choose from.

The factors that influence the blend of methods and technologies used to achieve desired learning objectives include: learning context, type of learners, learning task, availability, accessibility and learner attitudes towards using technology for learning, time availability for learning, language and subject proficiency levels, pace at which learning goals are to be achieved, the pedagogical approaches.

The actual making of the ‘blend’ should be based on proper study and evaluation of the learning situation. Such study is called Instructional Design. A typical instructional design process includes five stages; Analysis, Design, Development, Implementation, and Evaluation (ADDIE). The most critical of these stages is the first stage, Analysis. Analysis is the basis for design of instructions and their delivery. The Analysis stage consists of three components; analysis of learning context, the learner, and the learning task. The selection of the type of instruction and the mode of its delivery is based on the findings of the instructional analysis. Analyses of the learning context and the types of learners will provide information on: gaps in knowledge, learner background, preferred styles of learning, performance levels, language proficiency, computer literacy, access and attitude towards technology, time constraints, etc.

These findings have implications on the design and delivery of instructions. For example, if most of the learners are either auditory or visual learners, the design of instruction should include audio and video components. Similarly, if the learners are adults who work full-time or part-time, face-to-face delivery of instruction is not suitable as the primary mode of delivery. In this case the design and delivery of instruction should be made to suit a distance learning environment. Then, the question arises as to what type of distance learning is affordable. Does the learner have access to ICT where instructions can be delivered in the form of offline content or online through the Internet? If the learners have no access to ICT, then the option will be to provide the learners with print material designed for distance learning or media broadcasts. If the analysis shows that a good part of the learners have access to ICT, then the delivery of learning content should be made through both ICT, print material and/or media broadcasts. This is just an example of blending different methods of delivery of instruction to suit different types of learners and learning contexts.

Blended learning methods also become relevant when implementation of different steps in the learning process is considered. The different steps that a learner needs to go through to accomplish a learning task are known as Events of Instruction. There are nine events of instruction: Gaining attention, informing the learner of the objective, stimulating learner’s attention, stimulating recall of prior knowledge, providing learning guidance, eliciting performance, providing feedback, assessing performance, and enhancing retention and transfer. Different approaches or media could be used to achieve each event of instruction. 

The type of learning task too has a bearing on the methods of delivery. Design of events of instruction varies from task to task. Providing learning guidance, eliciting performance, giving feedback, etc. will be dependent on the type of learning task and mode of delivery. Giving feedback on learner performance will be quite different in a computer-based learning environment as compared to a face-to-face learning environment. Also, intelligent tutoring systems can evaluate the learner input and suggest possible routes for solving a problem or task. It is the instructional designer’s task therefore to select the appropriate mix of media to ensure effective learning under a given learning situation. 

However, the challenges associated with such an endeavour include the design and development of suitable indigenous learning content suitable for delivery through technology and design and implementation of pedagogically sound blended learning environments that will result in successful learning outcomes.

With such blended learning settings, a large portion of the country's population including those in rural sectors can benefit from the new technology and the country can steadily move towards its vision to become a knowledge-based economy with a more equitable society.

Author:

Dr. Gamini Padmaperuma, a Chartered Professional Engineer and a former Senior Lecturer at OUSL, holds a PhD from the University of Canterbury in New Zealand in Instructional Design for Computer-Based Learning. Email: gamini_pad@hotmail.com

Blended Learning: How can Sri Lankan rural masses benefit?

The term “Blended learning” is used frequently along with the term “e-Learning”. Is it just another buzz word or an old wine in a new bottle? 

Blended learning is defined as a combination of multiple approaches to pedagogy or teaching. Blended learning is achieved through the combination of virtual and physical resources. Blended learning is a blend between e-Learning and traditional delivery methods such as face-to-face meetings (traditional class rooms), printed learning material, etc.  

Most learners are familiar with how their teachers use different delivery methods to achieve certain learning outcomes, e.g. lectures, discussion groups, drills and practices, role plays, audio/video clips, computer-based tutorials, etc. Therefore, it can be said that blended learning is a new name for an old concept.

Blended learning can cater to a large cross section of learners in achieving their learning goals by accommodating different modes of delivery, models of teaching and styles of learning. All students do not learn in just the same way nor do they have same accessibility to technology; therefore, it is important to provide different methods, media and approaches to learn the same content by different students. The learners would choose the method that suits them best in terms of preference, accessibility, affordability, etc. Different approaches in delivery are also necessary due to different learning contexts (traditional learning, distance learning, etc.), learner types (auditory learners, visual learners, etc.) and leaning tasks (facts, concepts, etc.). Also, when the technology is not equally accessible to the entire cross-section of students, blended learning approaches could provide alternatives for the students to choose from.

The factors that influence the blend of methods and technologies used to achieve desired learning objectives include: learning context, type of learners, learning task, availability and accessibility of technology, learners’ attitudes towards using technology for learning, availability of time for learning, level of language and subject matter proficiency, pace at which learning goals are to be achieved, the pedagogical approaches used.

The actual making of the ‘blend’ should be based on proper study and evaluation of the learning situation. The study that needs to be carried out is called Instructional Design. A typical instructional design process includes five stages; Analysis, Design, Development, Implementation, and Evaluation (ADDIE). The most critical of these stages is the first stage, Analysis. Analysis is the basis for design of instructions and their delivery. The Analysis stage consists of three components; analysis of learning context, analysis of learner, and analysis of the learning task. The selection of the type of instruction and the mode of its delivery should be based on the findings of the instructional analysis. Analyses of the learning context and the types of learners will provide information on: gaps in knowledge, learner concerns and background including their preferred styles of learning, performance levels, language proficiency, access to and attitude towards technology, time constraints, age groups, etc.

These findings have implications on the design and delivery of instructions. For example, if most of the learners are either auditory or visual learners, the design of instruction should include audio and video components. Similarly, if the learners are adults who work full-time or part-time, face-to-face delivery of instruction is not suitable as the primary mode of delivery. In this case the design and delivery of instruction should be made to suit a distance learning environment. Then, the question arises as to what type of distance learning is affordable to the learner. Does the learner have access to information and communication technology (ICT) where instructions can be delivered in the form of offline content or online through the Internet? If the learners have no access to ICT, then the option will be to provide the learners with print material specially designed for distance learning. If the analysis shows that a good part of the learners have access to ICT, then the delivery of learning content should be made through both ICT and print material. This is just an example of blending different methods of delivery of instruction to suit different types of learners and learning contexts.

Blended teaching and learning methods also become relevant when implementation of different steps in the learning process is considered. The different steps that a learner needs to go through to accomplish a learning task successfully are known as Events of Instruction. There are nine events of instruction: 1. Gaining attention, 2. Informing the learner of the objective, 3. Stimulating learner’s attention, 4. Stimulating recall of prior knowledge, 5. Providing learning guidance, 6. Eliciting performance, 7. Providing feedback, 8. Assessing performance, and 9. Enhancing retention and transfer. Different approaches or media could be used to achieve each event of instruction.  

The type of learning task, i.e. whether it is a fact, principle or a procedure, too has a bearing on the methods of delivery. Design of events of instruction varies from task to task. Providing learning guidance, eliciting performance, giving feedback, assessing performance, etc. will be heavily dependent on the type of learning task and mode of delivery. For example, giving feedback on learner performance will be quite different in a computer-based learning environment as compared to a face-to-face learning environment. Also, intelligent tutoring systems (ITS), if implemented, can evaluate the learner input and suggest possible routes for consideration of the learner in solving the problem or task. It is the instructional designer’s task therefore to select the appropriate mix of media to ensure effective learning under a given learning situation. 

A significant advantage of a blended learning programme is the ability to cater to individual needs. An individual could receive additional information and training through extra e-learning programmes whilst still attending classroom training with other students. Design and development of effective blended learning environments depend on sound instructional design.

With broadband networks and regular Internet, it is possible to deliver relevant and useful educational and training content for the benefit of the learners throughout the country. The content could include material for school and university programmes, improvement of general skills such as English knowledge and computer literacy, vocational skills such as repair and maintenance of automobiles, computers, house wiring, electrical maintenance, etc. However, those who are familiar with distance learning are aware of the main hardships the learners face; the lack of tutor support and feedback.

The "theory" part of the learning task can be delivered through the technology. How can the tutor support and feedback be provided to the learners? The way to go about with this issue may be to use a blended learning approach. It is possible to meet the above learner needs through a combination of online and face-to-face tutor support. Face-to-face tutor support can be provided at venues such as Open University's regional and study centres, technical colleges, and other suitable public and private sector educational establishments. With such a blended learning setting, a large portion of the country's population can benefit from the new technology and the country can steadily move towards its vision to become a knowledge-based economy.

However, the challenges associated with such an endeavour include the design and development of suitable indigenous learning content suitable for delivery through digital technology and design and implementation of pedagogically sound blended learning environments that will result in successful learning outcomes.

Author:

Dr. Gamini Padmaperuma, a Chartered Professional Engineer and a former Senior Lecturer at OUSL, holds a PhD from the University of Canterbury in New Zealand in Instructional Design for Computer-Based Learning. Email: gamini_pad@hotmail.com

e-Learning: For Greater Access to Higher Education and Better Social Equality

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http://www.lankaweb.com/news/items/2020/05/18/e-learning-for-greater-access-to-higher-education-and-better-social-equality/

e-Learning: For Greater Access to Higher Education and Better Social Equality

e-Learning has become a buzz word nowadays. e-Learning essentially uses information and communication and technology (ICT) for teaching and learning. The importance and relevance of e-Learning can be well recognized in view of the current pandemic situation and general global trends in education. 

His Excellency the President Gotabaya Rajapaksa in his manifesto has given the highest priority to providing higher education opportunities to all those who pass the A/L exam. This indeed is a noble task and implementation of such a task can be greatly facilitated by e-Learning, which does not require heavy investments on expensive physical infrastructure to accommodate large numbers of students and facilities. An e-Learning approach with proper ICT networks, sound learning management systems (LMS) and appropriately developed e-Learning content can make a significant contribution towards enhancing the access to a larger portion of the deserving youth. The present situation associated with the COVID-19 pandemic has added another dimension to the importance and relevance of e-Learning. e-Learning came to the rescue of many pupils and students during the lock-down period as an alternative to  missed face-to-face classes and lectures. It is evident that the use of e-Learning can help us in meeting many of the challenges that are created by the emerging trends in education as well as emergency situations such as the current pandemic.

The global trends are: The demand for education is rising. The education which was previously accessible only to a limited few representing the elitist groups has become more widely accessible to members of the larger community. This has created enormous pressure on existing traditional educational institutions, which usually have limited resources and until recently operated only on the face-to-face mode of teaching.

The demand for distance learning is rising. Today the jobs are very demanding due to the rapidly advancing technology. Therefore, everyone has to continuously update or upgrade their training and education to stay competitive. Accordingly, many would resort to distance learning for keeping themselves up-to-date and stay competitive in their jobs. Also, many would like to acquire their initial qualifications or new skills to change their career paths, through distance learning.

Life-long learning is gaining increasing relevance. In view of the necessity to keep up with the changes in technology and to stay competitive in their jobs, many would embrace life-long learning as an appropriate approach.

Shift from teacher-centred learning to learner-centred learning. Another important change that is taking place is that the focus of teaching and learning has shifted from the teacher to the learner. The teacher’s role has changed from teaching or lecturing to coaching or facilitating. The future vision for education is identified as one that provides access for anyone, for any type (subject) of learning, at any place and at any time.

These emerging trends in the field of education amply highlight the importance and relevance of e-Learning as a useful means for meeting the challenges emanating from the new trends in education.

However, one of the biggest concerns among the educators involved in e-Learning is the lack of sufficient pedagogical input in the design of related instructions. It is obvious that e-Learning is a very worthwhile endeavour in present context. However, what is not so obvious is what it takes to implement e-Learning successfully.

Successful implementation of e-Learning has three main fronts to tackle. They are: the technological front, the front concerning the learner preparedness, and the front involving the effective design of instructions.

The technological front involves the provision of ICT networks with appropriate capacity, economy and reliability to meet the demands of e-Learning. This means having a reliable communication network, accessible to users throughout the country and capable of transferring large amounts of data including audio and video files at a reasonable speed and at affordable price. Presently, this does not pose a major concern to e-Learners, even if there are concerns in some areas, the necessary actions are underway to rectify them. The initiatives taken by Information and Communication Technology Agency (ICTA) and network expansions undertaken by telecom companies would alleviate this concern to a large extent.

The second important front in implementing e-Learning is the learner preparedness. It is necessary for the learners to be computer-literate to participate in e-Learning. Despite the high rankings in traditional literacy ratings, Sri Lankans lag behind its neighbours in terms of computer literacy. The current computer literacy rate of Sri Lanka is 30.1%, where this percentage for urban sector is around 41.5%, and rural and estate sectors represent, 28.6% and 13.7%, respectively, as per the statistics available.   This is another major concern that needs to be addressed promptly.

Another essential factor under learner preparedness is the competency in English language. Our English Proficiency Indices are also lower than that of most neighbouring countries. It is obvious that without a competency in English the learners are unlikely to reap the full benefits of e-Learning. It is therefore necessary to initiate programmes to uplift the competencies in English and computer literacy throughout the country, particularly in the rural communities.

Solutions to this issue can also be found through Computer-Aided Learning (CAL) materials. Particularly, the improvements to the competency levels in English can be achieved through properly designed interactive multimedia learning materials to be made available through CDs. Provision of learning materials through such a medium will provide wider access and consistency in training, minimise the problems associated with the lack of human tutor support and also train the users towards e-Learning. These CDs can be run on individual computers without networks or Internet. A high degree of computer literacy is not required to use the CDs for learning.

The third front, which is not obvious to many, is the instructional design. It is important that e-Learning materials are properly designed with appropriate pedagogical inputs, if successful learning outcomes are to be achieved. It is quite possible that both the first two fronts are already satisfied (technology and user preparedness) but no successful implementation of e-Learning is possible since the e-Learning content is either not developed or poorly designed. It is therefore important to pay high attention to the design of e-Learning content with appropriate pedagogical inputs and sound instructional design techniques.

However, the objective of using the appropriate instructional design techniques is to achieve effective learning outcomes. The instructional designers design instructions, learning activities, discussion forums, practice sessions, assessments, feedback mechanisms, etc. These design activities are based on the context within which the learning takes place (learning context), the type of learner, and the type of learning task. The use of technology and media such as discussion forums, chat rooms, audio, video, etc. is dependent on the instructional design. The technologies should not be used indiscriminately just because they are available. On the other hand, appropriate use of technologies such as audio, video, animations, etc. in instructions may make them appealing to a diverse cross section of learners, thus making them more useful and effective.

Creating necessary facilities for e-Learning for both urban (20%) and rural (80%) sectors in the country may help reduce the existing inequalities between the two sectors in access to quality education thereby the overall economic and social gaps. Therefore, this is an excellent opportunity to be snatched by the authorities responsible for alleviating the social inequalities present in our society. However, if such facilities are not adequately provided to the rural communities in a timely manner, they will be further alienated by what is known as ‘the digital divide”.

It is advisable that policy makers have a thorough review of the total requirements for implementing e-Learning successfully and provide necessary direction to the appropriate institutions. e-Learning shall be used as a standalone approach as well as a complementary approach to traditional teaching and learning (Blended Learning), using existing educational institutions as well as new ones.

Author:

Dr. Gamini Padmaperuma, a Chartered Professional Engineer and a former Senior Lecturer at OUSL, holds a PhD from the University of Canterbury, NZ. His PhD thesis was on Instructional Design for Computer-Based Learning. email: gamini_pad@hotmail.com

Improving Digital Infrastructure to meet post-pandemic situations

http://www.lankaweb.com/news/items/2020/05/12/proposals-for-improvement-of-digital-infrastructure-to-meet-post-pandemic-challenges/

Improving Digital Infrastructure to Meet Future Challenges

My article appeared in the Daily News e-paper on 2020-05-11.

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