How well do you know about Blended Learning? An Actual Approach in the Digital Era

Blended learning is one of new approach in English classroom. It indicates to a systematic and strategic approach to mixing times and modes of learning, incorporating the best aspects of face-to-face and online interactions for English classroom, using appropriate ICTs.

Blended learning strategies differ according to some aspects like the year level, student characteristics, the discipline, and learning outcomes, and have a cooperative learning to the learning design. Blended learning may enlarge flexibility and access for learners, increase level of active learning, and attain better learner experiences and outcomes. For teacher, blended learning can improve teaching and class management practices. A blend might include:

•        Face-to-face and online learning activities and formats. For example: Edmodo.

•        Traditional timetabled classes with different modes, such as weekend, intensive, external, trimester

•        Well established technologies such as lecture capture, and/or with social media and

•        Emerging technologies

•        Simulations, group activities, site-based learning, practicals.

Teachers have been blending diverse types of learning activities and resources in classroom for a very long time. Today, the term ‘blended learning’ has evolved to mean the integration of classroom learning with online or e-learning. A blended learning approach warrants that the learner is involved and guiding his/her individual learning experience. Furthermore, a blended approach is more likely other approaches. It should have both the merits and demerits of it.

Blended Learning has some advantages. First, it provides less expensive to deliver, affordable and saves time learning for learners. Then, flexibility make e-learning allows the student to access the materials from anywhere at anytime. Next, it helps the learners acquire knowledge of using the latest technologies and the Internet. Nevertheless, it also has some disadvantages. Initially, there is lack of reinforcement to encourage students to learn.  Therefore, the phenomena absence of a learning atmosphere in e-learning systems occurs.  Also, the learning process is less efficient than the face-to face learning.

In brief, Blended learning is one of approaches in this era. The optimal achievement of blended learning depends on many factors. We as (future) teacher can participate to apply in our classroom or construct this approach so that it will be better.

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Applying Technology in classroom

Technology can play a traditional role, i.e. as delivery vehicles for instructional lessons or in a constructivist way as partners in the learning process. In a constructivist way, technology helps the learner build more personal interpretations of life in her/his world. Technology is a learning tool to learn with not from. It makes the learner gather, think, analyze, synthesize information and construct meaning with what technology presents. Whether used from the traditional or constructivist point of view, when used effectively, research indicates that technology not only “increases students’ learning, understanding, and achievement but also augments, motivation to learn, encourages collaborative learning and supports the development of critical thinking and problem-solving skills”. Proper implementation of technology in the classroom gives students more “control of their own learning and … tends to move classrooms from teacher-dominated environments to ones that are more learner-centered. Educational technology plays various roles. Form the traditional point of view; it serves as presenter of knowledge just like teachers. It also serves as productivity tool. With the internet, technology has facilitated communication among people. From the constructivist’s perspective, educational technology is a meaningful learning tools by serving as a learning partner.

Language learning, like learning to play a musical instrument, requires practice. ICT facilitates the necessary practice to achieve fluency. The competence of teachers is therefore critical to the mission. Of the total of about 3 million teachers in Indonesia, there are only about 10,000 who have received ICT training. The importance of capacity building to upgrade ICT literacy of teachers cannot be overemphasized. The way forward is to integrate ICT seamlessly into the curriculum, instead of viewing it as an add-on, or worse, as an ad hoc event. As Jennifer Fleming put it, teaching in the Internet age means that we must teach tomorrow’s skills today.

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