1. Blended learning By: Hayati Wasistya 2201414067 Astri Ulvi 2201414094
Nurjannah Mutiara
Dini Puspitasarii
Anjar Pangestu
Ahmad Khoirul A

2. Introduction Education E-learning Traditional Learning
Development of Technology
Education
E-learning
Traditional Learning
Blended Learning

3. Blended learning: what and why?
1. Blended e-learning (BeL)
2. Blended Learning Levels
3. Why Blended Learning
4. Blended Learning Approach
5. Blended Learning Application in Language Learning
6. Blended Learning Prospect
7. Factors that Promotes Successful Blended Learning

4. 1. What is blended learning?
Blended learning is an approach to learning and eaching which combines and aligns learning undertaken in face-to-face sessions with learning opportunities created online (University if Wolverhampton, 2010)
Blended learning is new types of learning activities challenge our thinking as how learning might be facilitated, creating new etiquettes of learning and teaching, and shifting the locus of control from the teacher to the learner. (Littlejohn and Pegler, 2006:4)
Blended learning approach combines face-to-face classroom methods with computer-mediated activities to form an integrated instructional approach.(Pesylvania State University, 2009)
The goal of blended learning is to join the best aspects of both face-to-face and online intstruction

5. Blended learning has gaind considerably currency in recent years as a description f particular form of teaching technology.(Oliver and Trigwell, 2005:2)
Blended learning is the mix of different didactic methods and delievery formats, arguing that these two are independent.(Kerres and De Witt, 2003)
Blended learning means different things to different people, which illustrate its widely untapped potential.(Doscroll,2002)

6. 2. Blended Learning Levels
Four levels of blended learning by Graham :
1. Activity Level
2. Class Level
3. Program Level
4. Institution Level

7. 3. Why Blended Learning?
The purpose of blended learning is to intersect best aspects of face-to-face with on-line learning.
Osguthrope and Graham (2003) identified 6 reason why blended learning is recommended:
Enriching education
Knowledge access
Social interaction
Personal agent
Efficiency, and
Ease of revision

8. 4. Blended Learning Approach
Research studies suggest that the following types of blend will be most useful In providing complete learning environment for students.
full provision of module related documents in electronic format;
regular formative assessment with feedback;
opportunities to learn from each other collaboratively;
electronic personal development planning;
the opportunity to submit all appropriate summative assessments electronically;
and that all face-to-face learning is interactive.

9. The rationale for supporting each of these perspectives on blended learning is that every learner Is able to:
have 24/7 access to all learning content, and to ensure equality of access;
gauge their progress against the learning outcomes, to receive supporting feedback on this progress, and for staff to have information on Student progress; ‘
participate in, and engage with interactive learning opportunities in her or his face to face learning sessions There Is no expectation that this need necessarily involve the use of technologies;
use asynchronous collaborative learning which extends the face to face learning, creating supportive learning networks, managed by learners at a time and place best Suited to their needs,
understand students’ learning process, act on feedback, so as to become more effective and successful, as well as collecting evidence on achievement to enhance our learners employability;
save time and paper and provide feedback quickly to each learner.

14. BLENDED LEARNING PROSPECT – STEPS TO DEVELOP1.
ANALYSIS 4.
IMPLEMENTATION 2.
DESIGN 5.
EVALUATION
3. DEVELOPMENT
ADDIE Model
(Dick, Carey and Carey, 2011)

15. Further Steps ANALYSIS DESIGN EVALUATION FEEDBACK EXECUTION
DEVELOPMENT
IMPLEMENTATION

16. STEPS (7 PHASES) 1. Analysis What is going to be taught
Students’ characteristics & needs
2. Design
How materials will be taught
Place, approach, source, standard, criteria, expected outcome
3. Develop-ment
Preparation
Tools, materials, strategies, sequence

17. STEPS (7 PHASES) 4. Implemen-tation The use of software for e-learning
Pre-test and post-test
5. Execution
Module is ready for learning
6. Evaluation
Test results
Problems and difficulties during learning
7. Feedback
Comments and suggestions
Base for improving modules and materials

18. 3 TYPES OF INTERACTION IN BELCA
SOCIAL INTERACTION
CONTENT INTERACTION
TEACHER INTERACTION

19. Factors that Promotes Successful Blended Learning
Institutional success factors
Blended learning models should be developed that respond to local, community or organizational needs rather than using generic approach.
Institutional building blocks are in place including organizational readiness, sufficient technical resources, motivated faculty, good communication and feedback channels with students.
There is room for staff to develop their own meanings for blended learning.
Blended learning should be introduced as a scholarly and transformative redesign process within the institution.
There should be institutional practice of carrying out regular evaluations and publicizing the result.

20. Factors that Promotes Successful Blended Learning
Regarding teachers
The importance of, and need for, continuing professional development for teachers with sufficient time for development should be acknowledged.
On-going pedagogical and technical support through membership of a blended community.
The importance of dealing with teachers’ fears of losing control, lower students feedback grades and general uneasiness.
The impact on teachers’ workloads must be taken into account.

21. Factors that Promotes Successful Blended Learning
Regarding students
Students’ learning maturity and readiness for blended learning with its demands for independent learning must be considered.
Students’ expectations, especially their ideas that fewer face-to-face classes mean less work and the need to develop more responsibility for their learning and time management skills.
Consistent and transparent communication around the new expectations is needed in order to help students understand the blended learning process.