The document discusses the challenges of integrating online and face-to-face learning in blended learning environments (BLEs). It identifies several key challenges, including finding the right blend of online and in-person instruction, educator resistance to changing pedagogies, ensuring adequate support for students, and overcoming cultural barriers to more independent online learning. The document emphasizes that successful BLEs require a student-centered design and flexible approach to address these challenges.

1. THE CHALLENGES OF INTEGRATING
ONLINE LEARNING WITH FACE-TO-
FACE TEACHING AND LEARNING.
EDU5647: Learning through Collaboration and Sharing 1: Models, Skills and Tools
Borg Josmar

2. Blended Learning ...WHY??
 Blended learning, the teaching practice that combines face-to-face
and online learning teaching methods.
 The necessity of such an emerging teaching method is, especially,
contributed to the fact that as McLeod, S. et al. (2009) captivatingly shown,
we are living in a word which is dominated by economic, technical, cultural
and social change ….see video
 Button, L. (2011) explained how blended format:
 Has been used in both corporate and academic circles;
 Has been “one of the top ten trends to emerge in the knowledge delivery industry” as
claimed by The American Society for Training and Development (Rooney, 2003);
 Is “the single-greatest unrecognized trend in higher education today” (Young, 2002).

3. The need for Blended Learning!
 This is important as the 21st century environment has brought new norms
and as Prensky, M. (2001) stated “…our students’ brains have physically
changed" and so should our teaching pedagogy.
 All this change incurred the need of a new educational paradigm. So, there
is the urge to emphasize more on ‘producing learning’ rather than
‘delivering instruction’.
 That is why we should move away from the idea of the school being the
solely learning place to the school being “an important part of the learning
continuum” . Casap, J. (2013)

4. Blending Learning Typologies
 The Blended Learning Environment (BLE) can have different implementation models ranging
from:
 These two ends of the Blended Learning spectrum might not represent the ideal learning
scenario as it does not get “the best out of both worlds” (Graham, C. R., Allen, S., & Ure, D.,
(2005).
Classroom instructions
that include online
resources, with limited
or no requirement for
the students to be online
Fully online curriculum
with options for face to
face instruction

5. Blending Learning Typologies
 The model to be used is subjective to what’s the best combination of modes for the
learning needed at hand, while considering certain drawbacks such as budget, time,
distance and the context.
 Various research and case studies show different models applied by higher education
institutions but according to Eduview (2009), “Today, the bulk of blended learning extends
and enhances face-to-face instruction, as shown in Models 3-5 in the continuum.”

6. Challenges to integrate BLE
 Looking at how to teach, not just what to teach.
 Solution: It is pertinent to design a flexible learning program, rather
than a fully structured one so as to give space for the students to
express their creativity and learn at their own pace.
 The program design should be critically analyzed as to what parts may
require face-to-face time and others that requires online
communication.
 Thereafter, gathering feedback and be flexible to change is a must to
further enhance the learning experience.

7. Challenges to integrate BLE
 Resistance: Educators resist BLE because they "teach as they
are taught" (Gardiner, 1998). BLE should reflect a change in the
teaching pedagogy and the educators’ role. And so, learning
courses and curricula should be redesigned to reflect such a
shift in the teaching process
 BUT: Higher education professors will not sacrifice their research time
to change curricula and pedagogy which deem not directly beneficial
for them, thus they keep on using the traditional way of lecturing

8. Challenges to integrate BLE
 Finding the Right Blend: It is a important to identify the instructional
strategies that match well with the conditions within online and face to
face learning environment.
 It is a complex challenge because it relates to achieving the right blend, both from a
learning and cost-effective standpoint.
 Time Commitment: more time is needed for the development of a
Blended Learning course and the weekly administrative duties that are
required.
 BUT: Vaughan (2007, p.88) commented that this time consuming practice, eventually,
results in improving the learning environment for both students and teachers.

9. Challenges to integrate BLE
 Student Centred Design: Those designing a Blended Learning
course must keep in mind that at the heart of the course there is the
student.
 What might seem as the most natural way of doing things might not be the
most practical, especially for the student.
 Griffin et al. (2007) narrates a case where all resources for a BLE were put
online. But due to challenges in technological use, technological orientation
to the teaching pedagogy as well as cost factors, some students omitted from
downloading the resources and others from doing the necessary readings in
preparation for face to face tutorials. It was concluded that there should be
adequate support for a successful blended learning experience.

10. Challenges to integrate BLE
 BLE is not a solo Activity: Adequate support is needed before (through
professional development) and during the course design.
 During the design stage, teachers must work collaboratively, together with IT
specialists, to understand what can work online and what is not practical.
 Ensuring all the elements are coordinated: Students may feel they are
left alone without proper guidelines so as to ensure that they are on the
right track.
 Solution: A visual course map on a course Website can help participants get
organized. This should include the suggested schedule for self-paced work and also all
of the links for content, virtual classroom, and materials. Moreover, contact
information for the educator and technical support should be easy to find on for ease
of trouble shooting

11. Challenges to integrate BLE
 Varied feelings: Blended Learning, may not be suitable for all students as
technology may instill enthusiasm to some but fear to others. Therefore,
educators must ensure that students can successfully use the technology.
 Solution: Avoid from introducing all of the available technologies at once, and use the
simplest technology possible to make your point. Also, support should be available for
each technology and the educator has the answers to the most common problems.
 Independent Students: Distance learning requires that students are self-
motivated, able to manage time in a virtual environment and be
independent in their learning process.
 First time students may not be able to independently adapt to such characteristics.
 Students should have a positive and practical mindset and remove the ill-perceived
notion that fewer classes mean less work.

12. Challenges to integrate BLE
 Communication Cues: Technological tools are great tools for collaboration
that goes beyond face to face, traditional way of teaching towards a more
student-centered learning experience.
 However: it hides certain communication cues (facial expression, voice inflections
etc…) that can develop misunderstandings and portray a variant picture of the actual
discussion.
 Create a sense of community: Students feel a sense of belonging and
commitment and that all members are valued.
 According to Rovai & Jordan (2004), "students who feel they do not fit in and have low
sense of community tend to feel isolated and are at-risk of becoming dropouts“

13. Challenges to integrate BLE
 Assessment methods: Assessment is one of the critical success factors to
overcoming this challenge. And so results should be monitored, tracked,
and used to ascertain that all requirements have been met.
 When designing learning programs, the focus should not be on the technology
implementation only but also on the actual design which includes the appropriate
content and methods of assessment.
 Assessment has to be integrated seamlessly into the content, and not simply a one-off
activity at the end of the course.
 Traditional online assessment methods, such as multiple choice questions, assess the
students for knowledge retention only. But in a well-structured online environment,
students are not simply passive learners, but active participants. Hence, the
assessment methods employed must also reflect the skills that are employed in a BLE.

14. Challenges to integrate BLE
 Culture Barriers: There are cultural barriers for both learners and
instructors that must be overcome in order to use BLEs.
 The online part of BLEs require a large amount of self discipline on the part of the learners
because learning in that setting is largely independent .
 As Collis (2003) showed, currently, the institutional culture allows for student dropouts and
don’t necessarily require the learners to have the discipline to finish an online course.
 The culture of the institutions must change to reflect a certain degree of persistence in order
for BLE to be highly successful,
 Organizational and management support: In higher educational, institutions may hesitate
to try blended approaches because they are not sure that they have departmental support or
that it fits into the culture of the department or greater institution (Hartman et al., 1999).
 Management support is essential for educators because they have a large influence on the
institution culture, which will then reflect on the students’ attitudes and perception of the
course.

15. Conclusion
 Over the past decade, with the increased availability of technology and network
access, the use of BLE has steadily grown. The integration of technology in
education will continue to impose new questions and further research so as to
mitigate the dilemmas and the challenges imposed by new course designs.
 While considering the amalgamation of technology with the teaching practice, it’s
necessary to be thoughtful about designing the BLE, so as to consider the
challenges that both the institutions and the students can come across in order to
enhance the learning experience and the success rate.
 As Junaid (2012) stated “it’s certainly an exciting time to exist in the tech-education
space, and we’re happy to be looking at it and partaking in it from the inside”

16. References
 Collis, (2003). In Benefits and Challenges of Blended Learning Environments. What When & How: In depth tutorials of
information. Retrieved 14/03/13 from http://what-when-how.com/information-science-and-technology/benefits-and-
challenges-of-blended-learning-environments/
 Casap, J. (2013).Unleashing the power of the Web in Education. Work Seminar at BETT Fair 2013, London.
(http://www.jcasap.com/)
 Eduviews (2009). Blended Learning: Where Online and Face-to-Face Instruction Intersect for 21st Century Teaching and
Learning. K12 perspectives.com. Retrieved 04/03/13 from http://www.k12perspectives.com/blended_learning.asp
 Graham, C. R., Allen, S., & Ure, D. (2005). Benefits and Challenges of Blended Learning Environments. In M. Khosrow-
Pour (Ed.), Encyclopedia of Information Science and Technology (pp. 253-259). Hershey, PA: Information Science
Reference. Retrieved 07/03/13 from http://www.igi-
global.com/viewtitlesample.aspx?id=14246&ptid=361&t=benefits+and+challenges+of+blended+learning+environmen
ts
 Griffin, T. & Thomson, R. (2008). Evolution of blended learning in a large enrolmentsubject: What was blended and
why? In Hello! Where are you in the landscape of educationaltechnology? Proceedings ascilite Melbourne
2008.http://www.ascilite.org.au/conferences/melbourne08/procs/griffin.pdf
 Hartman et al. (1999). In Benefits and Challenges of Blended Learning Environments. What When & How: In depth
tutorials of information. Retrieved 14/03/13 from http://what-when-how.com/information-science-and-
technology/benefits-and-challenges-of-blended-learning-environments/
 Junaid (2012). The Rewards and Challenges of ‘Blended Learning’. Citylighter. Retrieved 13/03/13 from
http://blog.citelighter.com/?p=125

17. References
 McLeod, S. et. al. (2009). Did you know 4.0. Retrieved [23/02/2013] from
http://www.youtube.com/watch?v=6ILQrUrEWe8
 Prensky, M. (2001).Digital Natives Digital Immigrants. On the Horizon: MCB University Press, Vol. 9 No. 5)
 Rovai, A. P. And Jordan, H. M (2004). Blended Learning and Sense of Community: A comparative analysis with
traditional and fully online graduate courses. Regent University, USA
 Rooney, J. E. (2003). Blending learning opportunities to enhance educational programming and meetings.
Association Management. Retrieved 04/03/13 from
http://www.thefreelibrary.com/Knowledge+infusion%3a+blending+learning+opportunities+to+enhance...-
a0101614884
 Schwartz, Daniel L., &Arena, D. (2013).Measuring what matters most: choice-based assessments for the
digitalage. The MIT Press Cambridge, Massachusetts, London, England.
 Vaughan, N. (2007). Perspectives on blended learning in higher education. International Journal on ELearning,
6(1), 81-94
 Young, J. R. (2002, March 22). “Hybrid” teaching seeks to end the divide between traditional and online
instruction Chronicle of Higher Education. p. A33. In Button, L. (2011). The Hybrid/Blended Learning
Environment. University of Colorado at Colorado Springs 2011. Retrieved 06/03/13 from
http://www.uccs.edu/Documents/tlc/Online%20Teaching/hybridresources/Buttonshybrid.pdf