Blended learning in higher education: Tapping on the best of both worlds Regina K. Masalela The Fourth Annual Conference of Learning International Networks Consortium October 2007

Blended Learning Defined Driscoll (2002): combination of instruction of instructional methods Bersin & Associates (2003) combination of instructional modalities Reay, 2001); Young, 2002 ;Rooney, 2003): combination of online and face-to-face instructions

Is there a perfect blend? No standard Ensure effective integration of the two main components (face-to-face and Internet technology) Factors influencing the mix: course instructional goals, student characteristics, instructor experience & teaching style, developmental level & online resources

Why blend? Pedagogical richness Access to knowledge Social interaction Personal agency Cost effectiveness Ease of revision

Potential benefits of blended learning More effective pedagogy Increased convenience & access Increased cost effectiveness

More effective pedagogy More increase in active learning strategies More learner-centered focus A greater emphasis on peer-to-peer learning A change in the way faculty allocate time for increased mentoring of individual students –The possibility for interaction with remote expert or peer review of projects

Convenience and access Learner convenience especially mature learners with commitment Social interaction & human touch in face-to-face class environment Access to learning (one of the key factors in the growth of distributed learning environment)

Cost effectiveness Cost saving - a business critical problem - a large dispersed audience - a short time to complete & deliver solution

Challenges of blended learning Finding the right blend Adapting to the increased demand on time Measuring the impact of blended learning environment Adapting the culture to accept blended learning environments

Blended Learning at the University of Botswana (UB) UB embarked on diffusion of online learning in 2001 Educational Technology Unit - training of faculty Each faculty member has a computer, access to a printer and the Internet Three Smart Classrooms

Rationale Increasing the quality of learning & the success rate of students Creating & supporting new research opportunities Alleviating increasing administrative & teaching pressures on academic staff Supporting academic freedom & freedom of speech through information flows; Making teaching more rewarding & exciting for academics

UB faculty perceptions of Blended Learning Benefits improved teaching Fulfilled their personal desires to teach Provided opportunities for scholarship Innovative instruction Intellectual challenge

Challenges for Adopters Infrastructure Slow network & shutdowns Technical support for students Students limited technological skills & attitudes towards using online learning

Non-Adopters Called for a more proactive role of Edu-Tech in selling blended learning Lack of infrastructure Quality assurance Poor management Lack of incentives fear or lack of confidence in using the LMS & technology in general

Implications for UB Lecturers/faculty members need training to acquire skills for integrating technology into their practice Need for students adequate skills to use technology Reward structures needed Access to the Internet by students crucial National Information & Communication Technology Policy (a promise)

Recommended programmes by NICTP Community Access Centers (CAC) Mobile Internet Units (MIUs) ThutoNet Computers for School Programme (CSP)

Concluding remarks Because technology is neither constrained by neither time nor spaces, it can improve the quality of higher education students who are geographically dispersed. It could afford them the opportunity to engage in reflective dialogue with each other & their teachers Technology resources should be available

Concluding remarks The use of Technology in teaching & technology awareness should be intensified Change of mindset to learn by all the role players in the teaching and learning process