Blended Learning A Pilot Project

Presenters Chow Chiu Wai Director, Education Technology and Global Network Lim Jitning Senior Consultant, Research

Engage?

What is Blended Learning?

A blended learning approach combines face-to-face instruction with computer-mediated instruction (2005, Graham).

What is Blended Learning? Is the use of MS powerpoint for teaching considered as blended learning?

What is Blended Learning? Can the learning outcome be achieved or the learning just as effective without ICT?

Why Blended Learning? Combining all the benefits of face- to-face interaction and ICT

What and how to blend?

Framework for Teacher Knowledge for Technology Integration Technological Pedagogical Content Knowledge (TPCK) (Mishra & Koehler, 2006)

Our Blended Learning Pilot Study

Scenario: You go for a tutorial class and you check your students’ understanding on some concepts that they have recently been taught during lectures.

Some students can’t even answer basic questions just taught in lectures!

What is the problem? Many students do not learn well in a didactic environment

Pilot Research In search for an approach that can effectively engage the students.

TARGET GROUP AND STRUCTURE

Blended Learning Pilot Study First Phase: 3 Physics SMTP classes (52 students) 1 non-SMTP class (24 students) Second Phase: 1 mixed ability group with students opting in from different classes (28 students)

Blended Learning Pilot Study Frequency: Two lessons per week (Pull-out from lectures) Duration: 1 hour per lesson Topics: Kinematics, Dynamics, Electric Field Duration: 1.5 months

KEY INGREDIENTS

Blended Learning Pilot Study Key Ingredients Face-to-face teaching Guided inquiry, with peer discussion and teacher facilitation Self-directed Online Learning (MIT video lectures etc)

FRAMEWORK

Framework The TSOI Learning Model based on the Science Learning Cycle Model and Kolb’s Experiential Learning Cycle Model

TSOI Learning Model for Blended Learning (2007, Tsoi Mun Fie)

Creates awares by providing an overview Mode: face-to-face Duration: 5-10 mins TRANSLATING PHASE

Teaching of Concepts Mode: face-to-face Duration: mins SCULPTING PHASE

Learning of Concepts Mode: ICT (watch MIT video lectures) Duration: mins SCULPTING PHASE

Learning of Concepts Mode: face-to-face (Guided Inquiry worksheets, facilitated by teachers) Duration: mins SCULPTING & OPERATIONALISING PHASE

INTEGRATING PHASE Consolidation and application to new situations Mode: face-to-face (problem solving and peer discussion)

ROLE OF TECHNOLOGIES

Role of Technologies Enhance learning through a good mix of face-to-face interaction and relevant online resources Facilitate communication beyond the classrooms

Examples of Technologies Used A wiki to centrally house all the lessons’ resources and instructions, and as a platform for communication (feedback from teachers and students using forums). sg sg

Examples of Technologies Used Googledoc (integrated into wiki) was used to collect responses from students--- Responses automatically collated and could be reviewed instantly during class.

KEY BENEFITS

Key Benefits Combine the benefits of face-to-face instruction from teachers and access to rich online resources. 1. Students are more engaged during the learning process, including the teaching phase.

Key Benefits 2. Students can revisit lessons after class (students who missed the lessons can also attend the virtual class in wiki). 3. Additional materials were available to stretch the students further.

Key Benefits 4. Self-paced learning 5. Students who missed the lessons have access to resources and instructions in wiki

RESULTS

I am more engaged during blended learning lesson.

Understanding of concepts taught during blended learning lessons

Feedback from Students "I love physics and always want to learn more about it. The blended learning programme provide great opportunities for me to learn more indepth about physics. Besides, I feel that normal lecture sessions are not suitable for me as I learn little from there and it is highly inefficient.

During normal lecture sessions, I usually cannot focus. I am more effective and used to learn during my own time, as I can take time to ponder over the concepts that I don't understand. During lectures, there's no time for me to digest and for a lot of time, I just copy notes blindly without thinking it over. Thus, I feel it is more efficient for me to study on my own. I am confident that I will be able to learn the lecture notes well on my own.:)” 10S65 Li Shiya

“I hope that blended learning should become the mainstream curriculum in future because i believe that it is really beneficial to learning as compared to mass lectures.” 10S66 Nicholas Lui

CHALLENGES

Challenges Insufficient time for self-paced learning to promote mastery of concepts and deep learning Tutorial lessons are not aligned to the blended learning lessons Time is required for students and teachers for paradigm shift to unconventional teaching

LOOKING AHEAD

Looking Ahead… Integrating lecture and tutorial time for a seamless blended learning programme. Introducing more useful ingredients--- formative assessment / assessment for learning, mastery learning… Exploring the use of other up-to-date technologies--- iPhone, iPad etc

Presenters Chow Chiu Wai Director, Education Technology and Global Network Lim Jitning Senior Consultant, Research

THANK YOU