BlendKit 2017: Reading Reaction: Chapter 01

Reflection on Chapter 1: Understanding Blended Learning

As defined in the chapter 1 introduction, blended learning refers to mixed-mode of learning. Instead of a full face-to-face (F2F) course, a blended course is where alternative modes are being used to replace some of the F2F session. These alternative modes are very much web-based online learning which do not require the learners to be present in the classroom. Hence, many people could have perceived blended learning as e-learning as it rely on the Internet as the medium for learning.

There are a lot of benefits for a course to be blended; for faculty, students and also the institutions. From cost savings, engagement and effectiveness in teaching, the blended learning strategy could transform the traditional F2F teaching into a much more comprehensive learning process. In addition, the evolution of learners, especially the Gen-Z and soon, the Alpha Generation may expect different approach to acquire knowledge and know-how.

Good things don't come easy. In order to benefit from the blended learning, universities and faculties have to understand how to design an effective blended learning course. Since the idea is to combine web-based online learning and F2F, the two mode needs to be balanced. The content and leaning activities must be planned accordingly. It has to be designed in a way that it can integrate the online and offline mode well.

As mentioned, the online component in blended learning is not merely replacing or adding to the face-to-face classes. For example, by uploading notes or slides on the web is not called blended nor e-learning. Technology should not be seen as automating the teaching but to enhance the learning experience. Blended learning does not automate teaching like how machine automate production in manufacturing. If an institution is thinking to cut cost by introducing e-learning or blended courses, it is a big mistake. Blended courses requires sufficient resources to design and implement. It may requires more time for a lecturer to design the content and activities compare to traditional F2F, not to mention the facilitation of the course. Furthermore, the assessment and evaluation for blended courses has to be carefully crafted for the best learning outcome. Lastly, the technology support, in terms of hardware, software and technical skills using the web tools.

Let us explore further in the next chapter. That's all for now.