An Effective Blended Learning Solution Overcoming Pedagogical and Technological

Challenges in a Remote Area –A Case Study

Danny GlickEdusoft Ltd.

Blended Learning – Definition

FACE-TO-FACE INSTRUCTION

COMPUTERMEDIATED

INSTRUCTION

FACE-TO-FACE INSTRUCTION

Blended Learning – a Growing Phenomenon

• A national survey in North America reveals that 55% of all institutions offer at least one blended course (Allen, Seaman & Garrett, 2007).

• In a higher education survey, more than 7 in 10 respondents anticipated that by 2013, they will offer over 40% of their courses in a blended format (Bonk, Kim & Zeng, 2006).

• The trend towards blended learning systems will increase. It may even become so ubiquitous that we will eventually drop the word blended and call it learning (Graham, 2006).

Blended Learning – Challenges

• a need to provide professional development for instructors who will be teaching online and face-to-face

• a need for customizing the materials to the local audience to make them culturally relevant

• providing learners with technological skills to succeed in both face-to-face and computer-mediated environments

• The gap between the information and communication technologies available to individuals and societies at different ends of the socioeconomic spectrum can be great.

(Graham, 2006)

Kiryat Malachi Case Study – Background

a need to raise the level of English proficiency among school kids

city was looking for a computer program to help school kids improve their English

A Blended Model using English Discoveries Online (EDO) and school textbooks was chosen

EDO Pedagogical Manager and school teachers designed a model addressing four challenges

Kirayat Malachi Case Study – Challenges and Solutions

Challenge I – Professional Development (teachers)

Solution • In-depth analysis of teacher needs prior to project launch • Intensive face-to-face training sessions based on needs

analysis • Hands-on practice• Q&A sessions• Follow-up pedagogical visits

Kirayat Malachi Case Study – Challenges and Solutions

Challenge II – Customization

Solution • School textbooks objectives were carefully analyzed and

matched with EDO course objectives. • For units where there was no match, a bank of online

custom components was created. • A new course syllabus was created integrating the two

courses (EDO & school textbooks).

Sample Integration Page

Course Book

English Discoveries Online

Skill Level Unit & Title Summary

ReadingExtraordinary Peoplepp. 60-61

Reading & Listening

Basic 2 Interesting People: Listening – Interview

Interesting People:Reading – Do It!

A radio interview with Larry about his newest invention - the "whistling wallet".

An article about Henry who collects things that people throw away and turn them into works of art.

ReadingThe Mobile Revolutionp. 88

Reading Basic Community Site: Magazine: Science and Technology: February 2005: VoIP

Forums: SMS Messages

Students read an online article about telephony on the internet and answer questions.

Students post a message about when and why they send SMS messages.

ReadingKids Online Feel Betterpp. 108-109

Reading Basic Community Site: Magazine: Arts and Entertainment: July 2006: Are You a Cyber addict?

Students read an online article about the use of the internet.

GrammarPhrasal Verbs

Grammar Advanced 1 Communications: Grammar: Phrasal Verbs

Review of phrasal verbs.

Kirayat Malachi Case Study – Challenges and Solutions

Challenge III – Limited Technological Skills (students)

Solution • Orientation session introducing the program and its

special features • Hands-on practice • User Guide • FAQ Guide• Troubleshooting Guide

Kirayat Malachi Case Study – Challenges and Solutions

Challenge IV – No Access to Technology (students)

Solution • Program was installed in school computer lab. • Students could stay in the lab after school hours to work

on weekly task. • A lab assistant was available to answer questions.

Kiryat Malachi Pilot – Methodology

• The pilot began in the middle of the academic year, January 2006.

• Two classes (N=97) from two junior high schools in Kiryal Malachi participated in the pilot: 48 7th Graders and 49 8th Graders.

• Each group was divided into two smaller groups, all of which participated in a weekly 2-hour lab session.

• The lab sessions were offered after school hours under thesupervision of a lab assistant.

• To follow a more meaningful, integrated program and to optimize the communication between teaching assistants and classroom teachers, teaching assistants were given a copy of the Integration Booklet and were instructed to assign lab which matched weekly classroom objectives.

Sample Weekly Timetable

Sunday Monday Tuesday Thursday Friday

Pre-lab activities

Pre-lab activities

Pre-lab activities

Pre-lab activities

7th Graders - Group A (2 hrs)

8th Graders - Group A (2 hrs)

7th Graders - Group B (2 hrs)

8th Graders - Group B (2 hrs)

Post-lab activities

Post-lab activities

Post-lab activities

Post-lab activities

Kiryat Malachi Pilot – Guidelines for Creating an Effective Blended Solution To create an effective blended solution, classroom teachers and

lab assistants were encouraged to -

1. refer to Integration Booklet to ensure weekly lab component matched classroom objectives.

2. prepare students for lab session in pre-lab session by introducing computer component (topic, etc).

3. assign up to three focus questions for students to answer while working on the component (relationship between characters, etc).

4. expand on computer component in post-lab session by asking follow-up questions on computer component.

5. monitor student progress using EDO Management System.

6. modify the course in accordance with student progress and level of English.

2Lab Session

(self-access orschool lab)

PRACTICE

3Post-lab Session(instructor-led)

CONSOLIDATION

1Pre-lab Session(Instructor-led)

PREPARATION

A BLENDED LEARNING SOLUTION

1Pre-lab Session(Instructor-led)

PREPARATION

Refer to Integration Booklet, Monitor Student Progress & Modify the Course

Tools

The measure the outcome of the course, the following tools

were used:

• Student Feedback Forms: Half way through the pilot and at the end of it, students were asked to complete a feedback form with questions on the online course and its effectiveness.

• Interviews: Students were interviewed three times along the course. Students were asked detailed questions about the online course and the integration between the two courses.

• Observations: Lab sessions were observed three times along the course. Attention was given to student-program interaction and student-lab assistant interaction.

Kiryat Malachi Pilot – Results I

0

10

20

30

40

50

60

70

80

90

100

The Program is Easy toUse

Dictionary andTranslations are

Helpful

Viedo Clips are Helpful I enjoyed Using theSpeech Recognition

Tool

Kiryat Malachi Pilot – Results II

0102030405060708090

100

I Like HavingComputer-based

Lessons

I Believe MyEnglish HasImproved

I Would like toUse the Program

After SchoolsHours

I Want toContinue Usingthe Program toLearn English

I Recommendthe Program to

Friends

Strongly Disagree

Agree

Strongly Agree

Conclusions

The Kiryat Malachi study suggests that in order for blended

learning solutions to be well executed, four key elements need

to be considered:

1. Teachers should go through teacher training and become fully familiar with the computer program.

2. Role of the teacher in the blended course should be clearly defined.

3. School local materials and computer components should be analyzed, customized and matched where possible.

4. lab sessions should be followed by post-lab follow-up activities