The role of teachers is crucial in the effective implementation of blended learning. The shift away from more traditional means of instructions means that teachers have to wear many new hats – from designing offline and online lessons to guiding students on how to be independent learners. Two educators share their experiences and insights on this approach to learning.
Did you start adopting blended learning approaches due to the pandemic or was this something that you had already started on?
Blended learning was something that we started on during the pandemic. However, for lower secondary science in my school, we were already doing some essence of flipped classroom in which the students did embark on certain aspects of their learning using technology at home. Leading up to blended learning, e-pedagogy was something everyone was trying to pick up.
Therefore, when blended learning did start, most teachers had an inkling of what to do and what to expect. This made the whole transition a lot smoother.
What is the main challenge you faced integrating blended learning in your classroom and how did you overcome it?
When integrating blended learning into the science classroom, the most challenging aspect was continuing with science practical work to reinforce learning. Science practical work can be an extension of science learning and an essential aspect of the active learning process. It is an effective way to enhance students’ motivation and extend their knowledge in understanding theories and ideas about the natural world.
However, due to the pandemic and social distancing measures, the science laboratory was not available for teaching and learning purposes for some time. In addition, blended learning took place remotely which contributed to the logistical constraints in conducting science practical work.
Therefore, what we did was to conduct home-based science practicals. We had to ensure that despite the limitations, the practical was effective and learning was meaningful. An effective practical is one that is designed to link the objectives of what students are intended to learn and what they are intended to do. Specific, clear and structured instructions are necessary as there is little room for clarification. We adopted the active learning approach. We revisited learning outcomes through the Student Learning Space or Google Classroom. We activated learning by guiding students to craft a hypothesis to test the relationship of science concepts (for example, the relationship between effect of area on pressure). We then encouraged them to think and discuss with their peers through Google Meet.
How has the blended learning approach added value to your teaching practices?
As I dive deep into the intricacies of blended learning, I am inspired to translate the theoretical knowledge learnt into practical applications in my teaching. As a designer of lessons, I feel empowered by the concepts of blended learning to harness the affordances of both face-to-face and online learning modes to create a unique and personalized learning experience for my students.
One of the critical advantages of blended learning is that it provides opportunities for the students to learn at their own pace, anywhere and anytime. When they do not understand specific segments of the videos, they will be able to re-watch and review them to reinforce their understanding of the concepts taught. I carefully curate resources, such as recorded lecture videos and simulations uploaded on the information and communications technology (ICT) platform, to maximize the value of learning while minimizing the amount of screen time.
Another affordance of blended learning is that it provides significant opportunities to engage students in meaningful and higher-order thinking tasks with the teacher’s guidance. Class time is spent consolidating students’ learning using their online responses and clarifying misconceptions. As a teacher, I play the role of the facilitator to guide students in the assimilation of information. Through these constant interactions with peers and teachers, students can clarify their doubts and learn better from one another.
What are some tips for creating an engaging blended learning experience?
The first element of designing an engaging blended learning experience is to frame the mindset of students. Rules and classroom routines should be set for students to understand and adhere to, depending on class and online activities requirements. It is also crucial to demonstrate how to use the various features of the ICT platform so that students are aware of how to complete the task.
Throughout the blended learning lessons, I provide many opportunities for students to engage in peer discussion, to interact with, discuss and learn from one another. Using the collaborative practical activities, students can derive their learnings based on their experimental results instead of relying on the teacher for content knowledge.
Students can demonstrate their learning through their responses on an online platform and various online quizzes. I provide targeted feedback and opportunities for students to discuss and further improve their answers. In designing the lesson, it is also vital to ensure constructive alignment of learning objectives, learning activities and assessment tasks.
The journey of developing blended learning lessons might be fraught with challenges and obstacles along the way. Nevertheless, it is important to be reflective and persevere in our efforts to create a unique learning experience for all learners.
