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Blended Learning: A Potential Approach to Promote Learning Outcomes

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Adem Daskan at Tishik university
Adem Daskan
  • Tishik university
Yunus Yildiz at Tishk International University
Yunus Yildiz
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Abstract

Blended learning, an educational approach which integrates traditional and online learning, has the potential not only to deliver a course in a useful way but also create an effective learning environment. The inclusion of technology into classroom instruction provides easy accessibility to a wide variety of resources, flexibility, pedagogical effectiveness, learner autonomy, stress-free learning environment, engagement with course contents, immediate feedback, self-evaluation and more time to interact with learners. Through combining online materials and traditional classroom instruction, blended learning can facilitate learning and help achieving educational goals. This paper explores the benefits of blended learning to help learners promote learning outcomes.
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International Journal of Social Sciences & Educational Studies
ISSN 2520-0968 (Online), ISSN 2409-1294 (Print), December 2020, Vol.7, No.4
103
IJSSES
Blended Learning: A Potential Approach to Promote Learning Outcomes
Adem Daskan1 & Yunus Yildiz2
1,2English Language Teaching Department, Faculty of Education, Tishk International University, Erbil,
Iraq
Correspondence: Adem Daskan, Tishk International University, Erbil, Iraq.
Email: adem.daskan@tiu.edu.iq
Doi: 10.23918/ijsses.v7i4p103
Abstract: Blended learning, an educational approach which integrates traditional and online learning, has the
potential not only to deliver a course in a useful way but also create an effective learning environment. The
inclusion of technology into classroom instruction provides easy accessibility to a wide variety of resources,
flexibility, pedagogical effectiveness, learner autonomy, stress-free learning environment, engagement with
course contents, immediate feedback, self-evaluation and more time to interact with learners. Through
combining online materials and traditional classroom instruction, blended learning can facilitate learning and
help achieving educational goals. This paper explores the benefits of blended learning to help learners promote
learning outcomes.
Keywords: Blended Learning, Flexibility, Engagement, Collaboration, Autonomy
1. Introduction
Blended learning is integrating traditional and online learning. While learners conduct a part of their
learning in a classical educational environment, they conduct the other part through online environment.
It not only provides opportunities for learners to attend classes in a teacher-led classroom setting but also
allows them to have online learning experiences. Rather than simply adding computers to learning settings,
blended learning involves mixing instructional technology with traditional teaching for the purpose of
constructing a harmonious effect of learning. The inclusion of technology in learning facilitates achieves
educational goals (Welker & Berardino, 2006) because the use of educational media support development
of learners. Learners stand for a better chance of making better progress when teachers employ multiple
methods of instruction to deliver their courses.
This approach is also known as hybrid-learning and mixed-mode learning. In blended learning the most
effective online tools are utilized to improve the efficiency of teacher-led classroom. In hybrid learning on
the other hand, rather than technology the major focus is on the most useful way to deliver a course.
Although it can be daunting to shift from classroom setting to online learning, blended learning holds an
important place in education to keep learning going by combining online materials and traditional
classroom methods.
Received: 11 October, 2020
Accepted: 20 November, 2020
Daskan, A., & Yildiz, Y. (2020). Blended Learning: A Potential Approach to Promote Learning Outcomes.
International Journal of Social Sciences & Educational Studies, 7(4), 103-108.
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2. Literature Review
Blended learning is an approach which integrates e-learning with all enhancements of technological
devices with traditional learning to enhance classroom interaction (Thorne, 2003). Niemiec and Otte
(2005) defined blended learning as “the integration of online with face-to-face instruction in a planned,
pedagogically valuable manner; and not just a combination (addition) of online with face-to-face but a
trade-off (replacement) of face-to-face time with online activity (or vice versa)”. McGee and Reis (2012)
proposes a comprehensive definition of blended learning as:
Blended course designs involve instructor and learners working together in mixed
delivery modes, typically face-to-face and technology mediated, to accomplish learning
outcomes that are pedagogically supported through assignments, activities, and
assessments as appropriate for a given mode and which bridge course environments in a
manner meaningful to the learner (p. 9).
Much of the literature focuses on teacher, online resources and implementation of instruction. From the
definitions it is possible to conclude that blended learning combines face-to-face and online learning. In
addition, a substantial amount of learning is conducted online by means of interaction. Bersin et al. (2003)
support the use of different elarning media to create an effective learning environment and argue that:
Blended learning in order to be more effective should take in consideration all
educational media that is available inside the classroom, training on the network, the
already decisions placed, the available videos, simulations in addition to other means
such as telephone communications (p 254).
Both traditional and online learning approaches have strengths. While traditional learning provides
benefits in terms of active learning, interpersonal relationships, and face to face interaction (Mart, 2013a,
2013b), online learning improves self-paced learning. If the strengths of these two approaches are
integrated in a pedagogically well-designed plan, the engagement of learners in learning increases to a
large extent. That teachers and learners are working together through using mixed delivery instructions
provides an ample amount of opportunity to foster learning outcomes. Furthermore, if this delivery is
supported by interaction, activities and assignments learners are offered favourable learning conditions.
Put the matter in another way, blended learning through using online and face-to-face modes of delivery
which are reinforced with appropriate learning tasks help learners develop their learning.
In blended learning, learners are given specific tasks based on their abilities. In this way, while doing these
tasks learners develop skills for themselves. These tasks which learners do outside the classroom enable
them to develop an understanding of how to learn by themselves. In particular, for those learners who
cannot learn in the classroom, online tasks given by their teachers provide them benefits to increase their
involvement in learning because it should be borne in mind that “the most successful learning takes place
outside the classroom (Jones, 1995, p. 228). Blended learning is useful in that it allows learners to
personalize their learning through tech-driven tools. Hints and tasks given to learners who cannot learn
fast support and motivate learners to improve their knowledge in certain topics.
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Online
Learning
Blended
Learning
Traditional
Learning
Figure 1: Blended learning is integrating online and traditional learning
Blended learning provides learners an adequate number of benefits and among them “accessibility,
pedagogical effectiveness, and course interaction” (Johnson, 2002, p.5) come to the forefront. One of the
most significant advantages of blended learning is accessibility to a wide variety of resources. The
appropriate use of resources serve in a supplementary role on overall improvement in learning. Learners
can access to the learning resources not only from their classrooms but also homes. Wingard (2004) argues
that getting access to learning resources has a motivating factor; thus, encourages learners to acquire more
knowledge and points out that:
They like to have the ability to access course materials anytime, anyplace, and are
positive about the convenience and flexibility this provides them because blended
learning courses help in providing them with the flexibility they need to juggle jobs,
school and family (p. 27).
Another advantage of the approach is flexibility it offers for both teachers and learners (Gedik, Kiraz, &
Ozden, 2012). While it allows teachers to use a variety of different instructional methods, it encourages
learners to understand the information with ease. As multiple methods of instruction is employed in
blended learning, learners demonstrate better learning outcomes. As each student has a preference for
learning a certain way the use of multiple methods by teachers during instruction help learners have a
better understanding of topics.
The inclusion of technology into classroom instruction allows teachers more time to interact with learners
in the classroom to check on their progress. Teachers do not need to spend a great deal of time delivering
their lectures which frees them up to spend more time with their students. Blended learning can increase
the collaboration between teachers and learners. Collaborative tools also allow learners to connect with
each other and trigger discussions. Learners stand a better chance of improving their communication by
means of activities done both in the classroom and online platform.
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Learners today are surrounded by technological tools. Technology is used in every aspect of our lives; in
particular the new generation is growing up with technology. When teachers perform activities, learners
engage more easily as they are familiar with technological devices. It goes without saying that, access to
resources from anywhere provides a good opportunity for learners to develop their level of knowledge
(Graziano & Feher, 2016). Chen and Jones (2007) also highlight the contributions of blended learning to
deep understanding of topics being covered. Learners need to complete activities and assignments so that
they can move further. All these materials give an opportunity to learners to engage with course contents.
That learners can access to materials at any time improves their time efficiency and encourages them to
learn at their own pace (Shand & Glassett Farrelly, 2017). Learners learn in different ways. Some learners
learn first while others learn slowly; therefore, supporting classroom teaching with online activities leads
to learning at their own pace. It is important for language learners to be responsible for their own learning
(Yildiz & Hur, 2020). Then, blended learning helps learners develop learner autonomy. Learners need to
control over their learning to make better progress; in the same vein, teachers should endeavour to develop
autonomy in their learners.
Blended learning has the potential to reduce stress of learners by offering them different choices. Also
eLearning platforms are interesting for learners because they use games, animations, pictures and videos.
These mediums create fun and increase interest of learners. Another benefit of blended learning is the
environment it creates in which learners do not disturb each other and make complaints. These serious
issues may impede the efficiency of learning; however, online learning environment can reduce these
problems.
Assessment plays a central role in the development of learners. However, in traditional teaching
assessment does not take place very often because they are time-consuming. In the same vein, teachers
cannot provide immediate feedback. Online assessments in blended learning can be held very often and
students are provided immediate feedback which help them with self-evaluation. Learners consider their
weaknesses and strengths and set new goals for improvement. Similarly, teachers can track progress of
their students and have an idea about their development.
3. Conclusion
The ultimate goal of education is to develop competencies of learners. Therefore, blended learning is a
paramount effective solution in education, especially in this time of tech-based life. A tailored blended
learning implementation plays a key role on improving learner achievement. It is important to emphasize
that the inclusion of technological tools have become more viable today. The integration of technology
into traditional learning can lead to improved educational outcomes. Furthermore, learners of today are
persistently immersed in technology; thus, instruction without technological devices cannot meet their
educational needs.
A serious criticism blended learning has received is that teachers are not needed if learners become
autonomous. However, the role of teachers in educating, informing and facilitating makes it clear that
learners cannot become autonomous without teacher encouragement. Teachers’ role is inevitable to take
students into success zone and provide them to become independent learners (Yildiz & Celik, 2020). In
other words, learners cannot develop learning skills without teacher support and impetus.
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Other criticisms come from Hofmann (2011) who states that blended learning entails the successful use of
technology. It is true that the ability of teachers and learners should be ensured to employ blended learning.
Another criticism by Hoffman is the lack of interactivity online resources offer. Teachers need to select
online tasks and activities which emphasize interactivity. Simply instructing without interactive activities
might fail to result in better outcomes. In spite of the criticisms, blended learning has the potential to
improve learning, promote better comprehension, develop autonomous learning, foster confidence,
enhance collaborative learning, advance motivation, and expand interaction. A well-designed blended
learning environment can make difference in learning.
References
Bersin and Associates (2003). Blended learning: What work? An industry study of the strategy,
implementation, and impact of blended learning. Retrieved from
http://www.learningcircuits.org/2003/jul2003/bersin.htm
Chen,C.C. and Jones,K.T. (2007) Blended learning vs. traditional classroom settings: Assessing
effectiveness and student perceptions in an MBA accounting course. The Journal of Educators
Online, 4(1), 1-15.
Gedik, N., Kiraz, E., & Ozden, M. (2012). The optimum blend: Affordances and challenges of blended
learning for students. Turkish Online Journal of Qualitative Inquiry, 3(3), 102–117.
Graziano, K.J., & Feher, L. (2016). A dual placement approach to online student teaching.
Contemporary Issues in Technology and Teacher Education, 16(4), 495–513.
Hofmann J. (2011). Top 10 Challenges of Blended Learning. Retrieved from
from:http://www.trainingmag.com/article/soapboxtop-10-challenges-blended-learning.
Johnson, J. (2002). Reflections on teaching a large enrollment course using a hybrid format. Teaching
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Jones, J.F. (1995). Self-access and culture: Retreating from autonomy. ELT Journal, 49(3), 228-234.
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Mart, C.T. (2013b). The Direct-Method: A good start to teach oral language. International Journal of
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McGee, P., & Reis, A. (2012). Blended course design: A synthesis of best practices. Journal of
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Niemiec, M., & Otte, G. (2005). Blended learning in higher education: A report from the Sloan-C.
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The Optimum Blend: Affordances and Challenges of Blended Learning For Students
Article
Full-text available
  • Mar 2012
The purpose of this study was to elicit students’ perceptions regarding the most facilitative and most challenging features (affordances and barriers) in a blended course design. Following the phenomenological approach of qualitative inquiry, data were collected from ten undergraduate students who had experiences in a blended learning environment. Data were collected from the students’ weekly reflection papers, interviews with students, and documents, and analyzed by structurally and texturally describing the resulting experiences and perceptions. The findings of the study indicate that used together, online and face-to-face course structures offer several opportunities and challenges for students. The participating students mentioned interaction and communication opportunities, increased motivation, increased opportunities to voice their opinions, and reinforcement of learning as the affordances in the blended learning environment. The barriers included increased workload, cultural and technical barriers, and the inter-dependence of the two environments. Implications and suggestions are offered for instructors in higher education settings.
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The Direct-Method: A Good Start to Teach Oral Language
Article
Full-text available
  • Nov 2013
Oral language development has always played a big role in foreign language learning process. Oral proficiency is considered as the major goal of foreign language learning. The use of communication strategies highly contributes to oral proficiency in the target language. This study focuses on developing students’ communicative abilities through using the target language constantly in the classroom. And this study emphasizes the benefits of the Direct Method to teach how to communicate in the target language.
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Blended Course Design: A Synthesis of Best Practices
Article
Full-text available
  • Jun 2012
Blended or hybrid course offerings in higher education are commonplace and much has been written about how to design a blended course effectively. This study examines publically available guides, documents, and books that espouse best or effective practices in blended course design to determine commonalities among such practices. A qualitative meta-analysis reveals common principles regarding the design process, pedagogical strategies, classroom and online technology utilization, assessment strategies, and course implementation and student readiness. Findings reveal areas of disconnect and conflict, as well as implications for the likelihood of successful utilization when best/effective practices are followed.
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Blended Learning: Understanding the Middle Ground between Traditional Classroom and Fully Online Instruction
Article
  • Feb 2005
  • J Educ Tech Syst
Blended learning is any combined use of electronic learning tools that supplement but do not replace face-to-face learning. This article is about how two researchers are trying to comfortably and logically place blended learning somewhere in the middle of two extremes—traditional classroom at one end and fully online distance learning at the other end. Twenty-two faculty and 38 students at the State University of New York Institute of Technology (SUNYIT) responded to a survey on perceptions held about blended learning. Responses from faculty revealed enrollment as a major factor in the increased use of this course design; quality of assignments and course grades that are as good or better; and courses that are producing improved writing and discussions. While the design is easy to use, faculty reported more work on their part and some loss of traditional classroom dynamics. Students reported flexibility, convenience, and independence as advantages, along with confusion, reduced social interaction, and more work as disadvantages. However, there appears to be a net economic gain for students as tuition and financial aid remain unchanged while expenditure in time and travel are reduced. Course management technology and course design recommendations are provided for faculty consideration. The boundaries between traditional classroom instruction and fully online distance learning are blurring. As course design moves more toward a fully online look-alike, expectations for a smoothly operating course will be higher for both faculty and students.
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Classroom Teaching Changes in Web-Enhanced Courses: A Multi-Institutional Study
Article
  • Jan 2004
Web-based instruction in higher education has grown exponentially, with more than a thousand universities offering courses over the Web in the United States alone. Web-based instruction offers obvious advantages for distance and continuing education populations by making access to education at any time or place feasible. This kind of flexibility is similarly advantageous for informal or professional training. However, a major use of Web-based instruction is to enhance traditional, on-campus courses, where the benefit of Web enhancement as a supplemental resource is less obvious. Nonetheless, universities are investing significantly in course management software, expanded networks, and training and support capabilities to introduce Web enhancements to traditional courses. Faculty are embracing these tools as well and investing significant time and energy into adding Web-based supplements to their traditional courses. Much of the research on Web use in education has focused on specific applications and their perceived effects on outcomes. Little has been reported on the specific impact of Web enhancements on classroom activities--the face-to-face component of traditional courses--and the nature of that impact. In this article, the author presents a study that assessed the kinds of changes that occur in face-to-face instruction when faculty add Web enhancements to their courses. The study's first objective--to identify changes in the classroom perceived by faculty to impact teaching and learning--was accomplished by gathering and analyzing detailed, qualitative information from a small sample of experienced faculty from different universities. The study's second objective was to explore the insights of technologically experienced faculty who could contribute to one's understanding of what works in various settings, where one is today, and what one might expect in the future. (Contains 8 tables and 20 endnotes.)
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Blended Learning : How to Integrate Online and Traditional Learning / K. Thorne.
Article
  • Jan 2003
Este libro aborda el tema del aprendizaje a través de internet, mismo que ha tenido gran impacto en el ambiente educativo, representa un enorme potencial porque podría revolucionar el aprendizaje y el desarrollo, y a su vez, se ha mezclado con los métodos tradicionales de aprendizaje. Precisamente este libro analiza cómo el aprendizaje virtual es una solución funcional que permite a entrenadores y equipo integrar el aprendizaje con un amplio rango de técnicas de aprendizaje más tradicionales.
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