Reflection
Over Experiences in FutureLearn Platform
Experiences
I have attended
Blended Learning – Getting Started through FutureLearn platform. The course is indeed an eye-opener which
demonstrates how efficient technology could help in teaching-learning
process. In fact, blended learning has
become an inevitable trend given the fact that new generation has
extensively use of digital technology and tendencies on computers and the
Internet.
The
course has been carefully mapped out, guiding learners to follow the progress
from simple to complex learning environment.
During the course, learners are exposed to various teaching-learning
tools like setting up a reflective blog, an online journal to record our own
progress may it be daily or weekly basis.
Thus, we could identify incidents that have happened, the feeling
provoked, do own evaluation and analysis and consequently draw a plan of action
for the future.
Besides,
we are also exposed to different types of learning objects that allow us to
combine text images, audio, video and interactive quizzes. It is helpful for me as an educator who
always tries to explore new ways in teaching which can promote active learning
and engage students to be content focused.
Along
the course, learners are introduced to plenty of Web 2.0 tools like Prezi,
Kahoot, Popplet, Padlet, Google Forms, Google Doc, Screencast-o-matic and the
list can keep going endlessly.
Personally, I find padlet and prezi are very interesting and I know that
I am going to adopt them in my future lesson planning. I love padlet, it creates online spaces to
‘stick note’, upload or link images, files, videos and sound recordings.
Students can easily collaborate works with their peers and generate ideas
together. The strategy is perfectly
parallel with today’s 21st century learning objective whereby
learning process should be students-centred.
On
the other hand, prezi is an amazing online presentation tool compared to the
‘classic’ powerpoint. It has a large
virtual ‘canvas’ where we can place text, images and video within ‘frames’. It
is dynamic and definitely visually engaging as one presents.
Furthermore, social media like Twitter, Facebook,
Instagram and Whatsapp are capable to play a role as a forum platform with some
modification and creativity. I think
this would be an effective way to engage students in discussion groups as they
are familiar with the apps and it is great to meet friends online contributing
each other’s opinion.
The Strengths
Blended
learning is a transformation from an instructor-centred to an emphasis of a
learner-centred education. In Malaysia, blended learning is gaining momentum
and becoming the current delivery mode of teaching and learning. It is in line
with Malaysia Education Blueprint 2013-2025 - shift 7 which emphasize on
virtual learning environments. Blended learning has
demonstrated a variety of ways in which digital technology enables education
and training to offer greater flexibility in many ways.
First, online resources and
activities allow learners to study at home, at work, or while waiting, as well
as in their place of learning.
Second, students are taking charge
of their own learning pace. Digital resources can be under students’ control,
so they can watch a video, or listen to an explanation, or do a test, as many
times as they need to.
Third, students are open to a
variety of learning modes. In addition to the variety the teacher provides,
they can do individual work, join online social groups, or make their own blend
of digital, physical and social learning.
Fourth, generic principles or
techniques can be contextualised to local or individual interests or needs, by
inviting learners to follow their own online search for relevance. In this relation, learning appears to be
content focused and engaging.
Fifth, with diverse learner needs,
the teacher or trainer can use assistive technologies and open educational
resources to provide digital support to meet each learner’s needs. There is differentiation in the approach even
in terms of providing comment or feedback to students. Teachers could comment students through a
video recording, voice recording or written suggestion whichever is
appropriate.
The Weaknesses
Nevertheless, there are also issues and drawbacks in
blended learning. First, students
need to be independent learners in order to sustain in blended learning environments.
If students are not willing to get out of their ‘spoon-feeding’ comfort zone or
lack of enthusiasm to learn, then it is difficult to execute the new
teaching-learning strategy.
Second,
teachers required training so that they can prepare and constantly modifying
their lesson plan content due to the rapidly changing of technology. Teachers
will also need the Information Technology (IT) expert who can provide technical
support for troubleshooting any computer-related problems. For that, many schools
might still need time, training, resources to overcome the challenges.
Furthermore, blended learning will
demand additional of the teachers' time, thus the teachers should be willing to
transform themselves into this new organizational culture in order to accept
blended approaches.
Third,
it is crucial to consider students’ social economic conditions on blended
learning implementation in school context especially for those schools located in
not so well to do areas. We need to bear
in mind that we are still uncertain on the ability of blended approaches in
fulfilling the needs of diverse populations with a reasonable cost besides the
availabilities of supporting facilities like internet connectivity.
Consequently, it might not be practical to rely on online components in blended
education in remote parts of the country. In addition, this instructional
approach may not be functioning well for low achievers students as this group
of students are more dependent and more guidance is needed.
Fourth,
computer-related and technical issues when using the web-based component of
blended settings. We need to look into the problems like the web page timed
out, like the blended learning course itself, it is only available for about
seven weeks before it is out unless one upgrade it with a payment. Moreover, slow
internet accessibility and difficulties in uploading course materials also
bring inconveniences to teachers and students.
Recommended
Ideas for Improvisation
First,
there need to be superior policies and operations to promote blended education
so that it will be an accessible and cost-effective learning method that offers
a convenient and exciting education experience. Furthermore, the establishment
of proper planning that encompasses strategic and operational planning are also
important to make blended education a success. Strategic planning such as
fulfilling the goals, impending costs, existing resources as well as
operational planning that includes advertising, identifying shared resources,
managing technology and building effective assessment process should not be
disregarded (Naemah 2016).
In
line with the Ministry of Education’s policies and planning in promoting ICT integration in
teaching-learning process, the ministry
has spent more than RM6 billion on information and communication
technology (ICT) over the past decade in education initiatives such as smart
schools and other technological equipment. However, monitoring and justifying
the effectiveness of the budget spent are necessary to ensure it is cost
effective and target oriented.
Second,
human capital is an important criterion to the development and delivery of
blended courses. A technology proficient teacher as well as a poorly computer
literate teacher are greatly in need for the assistance of Information Technology
(IT) experts who are well versed with the blended learning requirements. Lack of pedagogical and technical skills can
be overcome by staff training and providing sufficient IT support system. These
IT specialist should be capable of supporting personal attention, motivational
strategies for sceptical teachers, guarantees the readiness of course
management tools and also ensuring that the technical equipment are reliable,
up-to-date and user-friendly.
It
appears to be a great challenge in applying blended learning approach in
Malaysia education system based on the Malaysia Education Blueprint 2013-2025
report (page 41 of 292). The report
reveals that ICT usage in schools still
do not meet expectations—both in terms of quantity and quality. For instance, a
2010 Ministry study found that approximately 80% of teachers spend less than
one hour a week using ICT, and only a third of students perceive their teachers
to be using ICT regularly. That also
have not discounted the ICT usage that limited to the use of word-processing
applications as an instructional tool.
Although it is undeniable ICT integration and blended learning have
tremendous potential to accelerate the learning of a wide range of knowledge
and thinking skills, this potential has not yet been achieved. On the
other hand, issues such as increased workload and time commitment among
teachers also need to be handled carefully.
Third,
it is necessary to have a strong
technical support team at least at a district level if not at a school level. A
dedicated teachers service support centre to assist teachers with software
information, internet access and computer skills to succeed in a blended
learning environment. On the other hand, it is also suggested to set up a
course development team that consist of excellent teachers (Guru Cemerlang) as
the subject matter experts, an instructional designer for designing course
materials and a media specialist who will help out in practical course materials
creation for different subjects.
Conclusion
Blended
learning is perceived as a practical, motivating, supportive and flexible for
its learners. Unfortunately, these are not the only criteria sufficient in
creating a successful learning atmosphere. Determined policies and careful
planning and execution from the authority are necessary. Besides, it is time for teachers to transform
their conventional ‘chalk and talk’ belief and be opened to the 21st
century teaching approach. Meanwhile,
technical support, training and equipment also need comprehensive execution to
ensure the success of blended learning implementation.
References
1. Abdul Wahab, Naemah, (2016).
Blended Learning in Higher
Education – An Overview,
e-Academia
Journal UiTMT, 5(2), 115-122.
2. Azizan,
Farahiza Zaihan, (2010). Blended Learning
in Higher Education Institution in Malaysia, Proceedings
of Regional Conference on Knowledge Integration in ICT, 454-466.
3. Embi,
Mohamed Amin, (2014). Blended &
Flipped Learning:Case Studies in Malaysian HEIs. Bangi UKM : the Centre for Teaching &
Learning Technologies,
UKM.
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