This document provides information about a blended learning workshop, including its objectives, models of blended learning, benefits, and recommendations. The workshop aims to explain what blended learning is, why it is needed, how to implement it, necessary digital skills, and potential barriers. Blended learning combines face-to-face instruction with online learning and has benefits such as increased flexibility, accessibility, and opportunities for independent learning. Models discussed include flipped classroom, flex, and station rotation. Recommendations include using blended learning to develop language skills for talented and disabled students and ensuring online assessments are reliable.

1. 0

2. 1

3. 2
Target Participants:
TUELC Instructors.
Blended Learning.
Workshop Title:

4. Blended Learning
Workshop
Dr. Hamada Saeed
Speaker
Dr. Al-Fatih Gadallah
Academic Supervisor, TUELC
Dr. Mahamoud Abdul-Mon’em
TU Project Manager
Muhammad Samir
Curriculum & Testing Unit Member, TUELC
Keynote Speaker
Eid Arafa
Speaker
Assem Al-Nag’awy
Speaker
Yasser Ali
IT Supporter
October 19, Wednesday
7:30 PM

5. Blended Learning Workshop!

6. Blended Learning.
• Workshop Objectives:
• What? Why? How?
• Needed Skills.
• Benefits of Blended Learning
• Unexpected benefits!
• Important elements gained from online learning.
• Models of Blended Learning.
• Barriers /Challenges.
• Recommendations.
5

7. Blended Learning
6
It has been around for a long time, but its terminology was not
firmly established until around the last decade of the 20th and
the beginning of the 21st century.
What is Blended Learning?
 Blended learning, sometimes known as hybrid learning, is a
teaching and learning model that has a face-to-face class or
tutorial component combined with an online learning
component.

8. Why do we need Blended Learning?
Blended learning helps the learning process to:
• Be more effective for adult learners than only face-to-face
learning.
• Run “Make up” classes.
• Make homework more convenient and appealing.
• Enable easier monitoring of student progress.
• Enable students to acquire digital literacy/digital readiness, and
needed skills for “Online Learning”. 7

9. How to use Blended learning.
Using Blended learning depends on:
• What technology and web access you have in your classroom, and
what kinds of technology and web access students have at home,
work; at their public library, community computing center, or
elsewhere.
You could give directions for how to do these digital tasks:
• Get a unique educational email address, e.g. Gmail.
• Log onto the web page for the first time.
• Access your online web page with assignments and learning resources.
• Navigate to assignments or relevant learning resources.
• Find weekly assignments, learning resources, and assessments. 8

10. Needed Skills for Online Learning
• How to click on a link that takes one outside the learning site.
• Know how to scroll down a page.
• Know how to save written work.
• Quickly access an online dictionary and encyclopedia.
• Know conventions of websites & how to navigate them.
• Create, save and find an effective user ID & password.
• Know how to return to the learning online site.
• Know how to use tab browsing. 9

11. Benefits of Blended Learning
• For learners:
• Increased flexibility to fit learning around their lives, other commitments, own preferences.
• Increased opportunities to develop digital skills.
• Increased opportunities to develop independent learning skills .
• Easier access to resources & material to support their learning.
• Wider access to learning; more inclusive, ‘location agnostic’ .
10
For academic staff :
• More effective use of digital tools.
• More improvement in staff digital skills & confidence.
• Courses continuity.
• Professional collaboration.
• Cross-site collaboration.

12. Unexpected benefits!
 Take up virtual counselling and support services higher than expected.
 For the more motivated learners, this provides opportunities to progress
at a faster pace.
 Use of digital technologies to support teaching practitioners’ reflection
and peer review (recording & reviewing lessons).
 Share experiences such as guest speakers and virtual visits.
 Enable instructors to create viable courses by working across
geographical boundaries.
11

13. The important elements gained from online learning:
• Developing learners’ digital skills & self-efficacy.
• Wider access to learning / increase accessibility for individuals.
• Encouraging more effective / efficient use of digital tools.
• Opportunities for independent learning.
• Saving travel time & cost.
• Use of recordings & asynchronous activities to support ‘stretch
& challenge’, catch-up & faster/slower pace of learning.
• Use flipped approach to make the best use of face-to-face
opportunities. 12

14. 13
Models of Blended Learning
.
Fully Virtual
A student who is considered
fully virtual means that all
classes are completed online
from home or another
location, and student is not
required to attend any classes
in a physical school building

15. Flipped Classroom
(Blended Learning)
14
 In “Flipped” Classrooms students use
online instructional resources that have
been assigned through a Learning
Management System (LMS).
 Teachers support online learning
with face-to-face instruction.
 The face-to-face time is structured
to include activities, practice with feedback,
and collaborative tasks/projects.

16. Flex Model (Blended Learning)
15
 A “Flex” model uses a Learning Management System
(LMS) to deliver instructional content and activities.
 Student learning can be completed at
their own pace and choice in online
activities which allows for differentiation.
 Student learning is supported by face-to-face instruction
that is varied based on date.
 Teachers use flexible grouping to provide differentiated
activities.

17. Station/ Lab Rotation(Blended Learning)
16
 Students rotate through a teacher-led station, collaborative work, and
independent online instruction within a class period.
 The online station may be in a computer lab or in a classroom utilizing one-
to-one devices, or a bank of devices, where students complete assignments
or instructional explorations at their own pace.

18. Barriers to effective use of blended learning
 Digital access for users (e.g. equipment / connectivity).
 Lack of access to appropriate study spaces (for learners).
 Digital infrastructure (onsite and/or remote).
 Staff skills & confidence.
 ‘Hidden costs’ & resourcing challenges .
 Culture and perceptions regarding blended learning, online learning & remote
working.
 “Some learners don’t suit remote learning; may have complex needs and chaotic
environments. Being in a face-to-face class is important as an escape from home
situations, opportunity for social interaction etc.” 17

19. Recommendations
• Use Blended Learning in developing Language skills in the field of
talented students and learning disabilities.
• Ensure reliability of quizzes on online platforms.
• Make Blended Learning more engaging for students without boring
them.
• we need more workshops in different topics like:
 Needed Skills for English instructors to confront the barriers of
Blended Learning.
How English instructors acquire new skills to develop EFL
learner.
18

20. Thank you
for
Fruitful
participation 19