Planning blended learning

ACADEMIC FACILITATORS TRAINING
Unit 8: Planning Blended Learning
Professor Dr Yusup Hashim
Copyright Yusup © 2016

Training Objectives
At end of this training you will be able to:
a) Explain the components of ODL and its application
b) Plan and implement blended learning
c) Explain the benefits of online learning

AeU practices Dual Mode Strategy:
Face to Face Open & Distance
Learning
Both coexists in a single institution

AeU Dual Mode System
Conventional (Face to Face) ODL (Blended Learning)
Face-to-face (42 credit hours)
14 weeks
 Printed Self-instructional module
(SIM)
 Textbook,
 CD
 Library resources (Print & digital)
Electronic Learning
 PowerPoint materials
 Web-based materials (OER)
 Communication media: e-mails, social
media
 Communication tools: Mobile
technology: Laptop, Tablet, smart
phone
Face-to-face (42 credit hours)
3 weeks
 Printed SIM
 Textbook
 PowerPoint Presentation
 CD
 Web-based materials (OER)
 Library resources (Print and digital)
Online Learning
11 weeks
 LMS: Digital SIM (Asynchronous)
 E-mails
 Online collaborations: Blogs,
Facebook, WhatsApp, Wikis, video
conferencing , MOOCs (Synchronous)

AeU Dual Mode System
Fully Online
Online Learning (42 credit Hour)
 LMS (Digital SIM) Asynchronous
 Online collaborations tools: Blogs,
Facebook, WhatsApp, Wikis,
discussion, video conferencing ,
MOOCs (Synchronous)
 Web-based materials (OER), youtube
 Library resources (Print and digital)

E-Learning Delivery Modes
• 1. Traditional face-to-face
• 2. Web-facilitated
• 3. Blended
• 4. Fully online
(Allen et al., 2007; Allen & Seamen, 2013).
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Table 1. Proportion (in percentages) of delivery mode in conventional institutions.
FtF and FTF + Online (Blended)
3- Credit hour course for 14 weeks (1 Semester)
Mode
FtF % Online % Total %
Lecture
Hours
Tutorial
Hours
Lecture
Hours
Discussion
Hours
Convention
al
(Traditional)
28 14 100 00 00 00 100
Blended 20 10 70 06 06 30 100
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Table 2. Comparison of (SLT) between Full-Time FtF and Part-time Course
3- Credit hour course for 14 weeks (1 Semester).
Interaction
(blended)
Full time face-to-face undergraduate
Interaction (fully
online)
Part-time distance learning
undergraduate
Methods
SLT
(Hours) Methods
SLT
(Hours)
Teacher-Learner
(Teacher-centred)
 Face-to-face lecture
 Synchronous
 Content from text
book/SIM
 14 weeks × 2 hours
28 Learner-Content
(Learner-centred)
 Online Self-
Instructional Module
(SIM)
 Asynchronous
 SIM in LMS
28
Teacher- Learner
(Teacher and
Learner-centred)
 Tutorial face-to-face
 Synchronous
14
Technology/Media-
learner
(Teacher and
Learner-centred)
 Tutorial online
 Synchronous
 Audio, video
conferencing
 14 weeks × 1 hour
• **Tutorial FTF
12
02

Continue Table 2. Student Learning Time (SLT) for three credit course.
*Learner - Materials
(Learner-centred)
 Assessment
 Text book,
Internet-
based/OER
 Asynchronous
18
Learner-Content
(Learner-Centred)
 Assessment
 Exercises in
SIM and
Internet-
based/OER
 Asynchronous
18
Learner-Materials
(Learner-centred)
 Learning
activities
(exercises in
SIM, project,
portfolio)
22
Learner-Materials
(Learner-centred)
 Learning
activities (online
collaboration,
 project, portfolio)
26
*Teacher - Learner
(Teacher and
Learner-centred))
 Discussion online
 Use of LMS
 Asynchronous
14
Teacher-Learner
(Teacher and
Learner-centred)
 Discussion
online (DO)
 Asynchronous
 Forum in LMS
14
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Continue Table 2. Student Learning Time (SLT) for three credit course.
Learner - Learner
(Learner-centred)
 Face-to-face
group
collaboration
 Synchronous
10
Learner-Learner
(Learner-centred)
 Collaboration
(online use of
social media,
e.g., Wikis,
Blogs
 Synchronous
20
*Learner - Learner
(Learner-centred)
 Online
collaboration
 Use of social
media, e.g.,
Blogs, Wikis
 Asynchronous
14
TOTAL 3 credit × 40 hours 120 120
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)
*Online component = 46 SLT (Full-time)
**Face-to-face component = 2 SLT (Fully Online)

Distance learning application in ODL
(Blended and Fully Online Mode)
 Pedagogy and technology are two important elements in ODL.
 The pedagogy consists of Guided Learning (GL) and Independent
Learning (IL).
 Both originates from Skinner’s (1958) classical programmed instruction
and independent learning theory (Wedemeyer, 1981; Moore, 1983),
distance learning interaction theory (Moore, 1989) and online learning
theory (Anderson, 2008).
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Guided Learning
 GL is structured and teacher-centred learning, manage and implement
by teachers.
 Instruction or learning is programmed and structured in the form of Self
Instructional Module (SIM) supported by face-to-face tutorial and online
discussion.
 Learners learn at their own pace and learning units are sequenced from
easy to difficult.
 Learning units are designed and developed based on instructional
systems design (Dick & Carey, 1990; Heinich et al., 1996) and Bloom’s
mastery learning theory (1969).
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Independent Learning
 IL is student-centred, self-regulated, self-directed, managed and
completed by the learner.
 Learning is learner’s responsibility to acquire knowledge, skills and
attitude through own efforts and develop the ability for inquiry and
critical thinking.
 Teachers as facilitators or guides.
 Learner is free to learn at own pace, time and place, plot own learning
path, value own research and input from peers through collaborative
learning and research
 Learner interacts with teacher, learner-learner and learner-content
(Moore, 1989; Anderson, 2008).
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Continue…. Distance learning application in ODL (Blended and Fully Online Mode)
In ODL blended mode,
GL consists :
 Online self-instructional module (OSIM),
 Face-to-face tutorial (TFtF),
 Discussion online (DO).
The total SLT for GL is 60 SLT (Table 3a).
 IL consists:
 Online Collaborative Learning (OCL),
 Assessment (A)
 Learning Activities (LA).
 The total SLT is also 60 (Table 3b).
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Table 3a. Applying ODL System in ODL Institution (Blended Mode).
Method
SEMESTER 1, YEAR 1
Guided Learning
(60 hours)
Independent
(60 hours) Total
(SLT)
OSIM TFtf DO OCL A LA
Guided Learning
Online Self-Instructional Module (SIM)
Tutorial Face-to-face (TFtf)
Discussion online (DO)
Online Collaborative Learning (OCL)
Assessment (A)
Learning Activities (LA)
32 10 18 10 18 32 120
CREDIT VALUE 3
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Table 3b. Applying ODL System in ODL Institution (Fully Online).
Method
SEMESTER 1, YEAR 1
Guided Learning
(60 hours)
Independent
(60 hours) Total
(SLT)
OSIM TO DO OCL A LA
Guided Learning
Online Self-Instructional Module
(OSIM)
Tutorial Online (TO)
Discussion Online (DO)
Online Collaborative Learning (OCL)
Assessment (A)
Learning Activities (LA)
28 14 18 10 18 32 120
CREDIT VALUE 3
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5.1 Online Self-Instructional Module (OSIM)
 OSIM is self-instructional digital learning material offered online
distributed to the learner.
 In blended mode, the learner needs to go through each lesson
and complete the learning activities, take the pre-test and post-
test.
 Learner needs to reach mastery in one lesson before continuing
to the next lesson.
 OSIM can be accessed online or provided in CD format
depending on the availability, affordability and learning needs of
students.
 Learning is personal and learner-centred with teacher as
facilitator.
 The interaction is learner-content.
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5.2 Face-to-Face Tutorial and Tutorial Online
 In blended mode, 10 SLTs are allocated for tutorial face-to face
(TFtF) and 14 SLT for fully online (TO).
 FtF is a face-to-face discussion between learner and teacher
 TO is Tutorial Online Discussion between learner and facilitator
on the SIM content.
 It is a two-way dialogues between the teacher and the learner.
 Students are required to read the lesson and discuss with the
facilitator about the topic or the units in the SIM.
 In blended mode, some institutions allocate FtF tutorial for the
distance-learning students to discuss course outline, assignment
and examination schedule
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Continue 5.2 Face-to-Face Tutorial and Tutorial Online
 The instructional hours in FtF tutorial
depends on the institution but it should
be around 30% of the FtF (Allen &
Seaman, 2013) (refer to Table 4).
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Table 4. Estimated percentages of blended and fully online learning in ODL; note that
one semester is equal to 14 weeks of class session (face-to-face and online).
Mode
FtF
%
Online
% Total %
No. of
lecture
(Session)
No. of
tutorial
(Session)
No. of lecture
(Session)
No. of
discussion
(Session)
Blended 3-5 3-5 21-35 11-09 11-09 78 - 64 100
Fully Online 0-2 0-2 0-14 14-12 14-12 100- 85 100
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5.2 Face-to-Face Tutorial and Tutorial Online
• During the FtF session, learners will also be given written
examination or short quiz at end of tutorial sessions and evaluated
for tutorial attendance and group presentation.
• The interaction is teacher-learner. However, some ODL institutions
may not include the face-to-face component (Keegan, 1991).
Learners are allowed to do fully online.
• In fully online mode, TO is used to discuss online assessments and
presentations using LMS. Audio and/or video conferencing such as
Skype, Dim-Dim or Ovoo is used as the medium of interaction.
• The interaction is Learner-Technology/Media
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5.3 Discussion (DO)
• Discussion online (DO) of 18 SLT (blended mode) and 18 SLT
(fully online) is a two-way discussion between teacher and
learner using LMS such as Moodle or Blackboard
• Online facilitators create threaded discussion groups and provide
discussions topics for the learners to discuss and provide
feedback to the facilitators.
• Learners discuss individually or work in groups (cooperative
learning). Grades will be given based on the quality and number
of hits in the discussion.
• The interaction is teacher-learner.
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5.4 Online Collaboration Learning (OCL)
• OCL is learner-learner interaction between groups using social
media such as Wikis, Blogs, Twitter, Facebook and other
pedagogical or online communications tools such as e-mail,
LinkedIn, Line, Telegram and WhatsApp.
• To enable them to interact and communicate they need to be
connected online. Seimens (2005) proposed the connectivism
theory and believed that learners need to be connected in order
to nurture and maintain continual learning in digital age.
• OCL consists of 10 SLT (Blended mode) and 10 SLT (Fully online
mode).
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5.4 Online Collaboration Learning (OCL) continue…..
• Group initiates discussion by suggesting certain topics of interest
and relevant to the course program. Members in the group are
welcomed to discuss and give opinions.
• Opportunity to build critical thinking, creativity as well as to
construct new ideas and skills.
• The interaction is learner-learner.
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5.5 Assessment
• Assessment is learner interaction with learning materials to assess
student progress and provide feedback.
• It consists of 18 SLT in blended learning and 18 SLT in fully online.
• In blended mode the assessment can be FtF taken online or both.
• Online assessment consists of short-answered structured question, true-
false, fill-in-blank and MCQ built in LMS.
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5.5 Assessment continue…….
• Feedback is provided to learners immediately or after the assessment. It
is to determine whether learning happens and to what extent and make
a choice whether remedial or enrichment actions need attention.
• Formative assessment is provided at the end of each learning unit in the
SIM. It is a continuous process until mastery is reached.
• SIM also provides model answers, examples, and link to references and
resources at the end of the module to enable learners to assess.
• Other assessment items include complex activities such as capstone,
project, portfolio and problem solving activities
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5.6 Learning activities
• Learning activities consists of 32 SLT in blended mode and 32
SLT in fully online.
• In blended mode, learners go through every lesson in the SIM,
read recommended reference books, review articles in journals at
home or in the library, completing course assignments, portfolios,
project and group discussion in FtF mode or online using social
media.
• Instructors may use the flipped classroom strategy to help
learners engage in learning activities and overcome problems of
classroom instructional time to cover content.
27
Copyright © 2016 Yusup Hashim

5.6 Learning activities continue….
• In online learning, learning activities include: synchronous and asynchronous
online discussions, online self-assessments, blogs, wikis, virtual field trips, virtual
labs, case studies, simulations, problem solving, concept mapping, and
interactive learning objects.
• Some of these online learning activities are downloaded in the LMS (log
into LMS). Learning objects and reusable learning activities can be found in online
repositories such as Merlot (http://www.merlot.org/merlot/index.htm).
• The learning activities can be short or straightforward such as quizzes or MCQ or
more complex activities such as problem solving or project-based learning
involving online collaboration in virtual groups between students.
• As in Blended mode, online instructors may use the flipped classroom strategy to
help distance learners engage in learning activities. All activities should promote
meaningful engagement and adhere to course goal and objectives as stated in
course outline.
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Benefits of Online learning
The enrolment and popularity of online courses have increased over the
years (Allen & Seaman, 2008). Over 20% of U.S. higher education
students were taking at least one online course in the fall of 2007.
Mohamed Alley (2004) gave some benefits of online learning:
• Learning knows no time zones, location and distance.
• Access the online materials at anytime (Asynchronous)
• Allows for real time interaction between students and
• instructor (Synchronous)

• Learners access current and relevant web-based materials
• and communicate with experts in their field of study
• Can complete online courses while working on a job
• Tutoring can be done at anytime and from anywhere.
• Tutors can update online materials and learners are able to
see the changes
• Tutors can provide appropriate information based on learners’ needs.
• Good structured online learning systems can be used to determine
learners’ needs and level of expertise
Benefits of Online learning

• Explain how would you prepare your lesson in a
online or face-to-face mode.
• Select some of the learning resources and the
technology and media and method you would
use in an online mode or 3 hour face-to-face
interaction.
Take home exercise

THANK YOU
Any Question?

Planning blended learning

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