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An Effective Blended Learning Solution
Overcoming Pedagogical and Technological
Challenges in a Remote Area A Case Study Danny
GlickEdusoft Ltd.
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Blended Learning Definition
COMPUTER MEDIATED INSTRUCTION
FACE-TO-FACE INSTRUCTION

• FACE-TO-FACE INSTRUCTION

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Blended Learning a Growing Phenomenon

• A national survey in North America reveals that
  55 of all institutions offer at least one
  blended course (Allen, Seaman Garrett, 2007).
• In a higher education survey, more than 7 in 10
  respondents anticipated that by 2013, they will
  offer over 40 of their courses in a blended
  format (Bonk, Kim Zeng, 2006).
• The trend towards blended learning systems will
  increase. It may even become so ubiquitous that
  we will eventually drop the word blended and call
  it learning (Graham, 2006).

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Blended Learning Challenges

• a need to provide professional development for
  instructors who will be teaching online and
  face-to-face
• a need for customizing the materials to the local
  audience to make them culturally relevant
• providing learners with technological skills to
  succeed in both face-to-face and
  computer-mediated environments
• The gap between the information and communication
  technologies available to individuals and
  societies at different ends of the socioeconomic
  spectrum can be great. (Graham, 2006)

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Kiryat Malachi Case Study Background
a need to raise the level of English proficiency
among school kids
city was looking for a computer program to help
school kids improve their English
A Blended Model using English Discoveries Online
(EDO) and school textbooks was chosen
EDO Pedagogical Manager and school teachers
designed a model addressing four challenges
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Kirayat Malachi Case Study Challenges and
Solutions

• Challenge I Professional Development (teachers)
• Solution
• In-depth analysis of teacher needs prior to
  project launch
• Intensive face-to-face training sessions based on
  needs analysis
• Hands-on practice
• QA sessions
• Follow-up pedagogical visits

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Kirayat Malachi Case Study Challenges and
Solutions

• Challenge II Customization
• Solution
• School textbooks objectives were carefully
  analyzed and matched with EDO course objectives.
  
• For units where there was no match, a bank of
  online custom components was created.
• A new course syllabus was created integrating the
  two courses (EDO school textbooks).

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Sample Integration Page
Course Book English Discoveries Online English Discoveries Online English Discoveries Online English Discoveries Online
Skill Level Unit Title Summary
ReadingExtraordinary People pp. 60-61 Reading Listening Basic 2 Interesting People Listening Interview Interesting PeopleReading Do It! A radio interview with Larry about his newest invention - the "whistling wallet". An article about Henry who collects things that people throw away and turn them into works of art.
ReadingThe Mobile Revolution p. 88 Reading Basic Community Site Magazine Science and Technology February 2005 VoIP Forums SMS Messages Students read an online article about telephony on the internet and answer questions. Students post a message about when and why they send SMS messages.
ReadingKids Online Feel Better pp. 108-109 Reading Basic Community Site Magazine Arts and Entertainment July 2006 Are You a Cyber addict? Students read an online article about the use of the internet.
Grammar Phrasal Verbs Grammar Advanced 1 Communications Grammar Phrasal Verbs Review of phrasal verbs.
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Kirayat Malachi Case Study Challenges and
Solutions

• Challenge III Limited Technological Skills
  (students)
• Solution
• Orientation session introducing the program and
  its special features
• Hands-on practice
• User Guide
• FAQ Guide
• Troubleshooting Guide

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Kirayat Malachi Case Study Challenges and
Solutions

• Challenge IV No Access to Technology (students)
  
• Solution
• Program was installed in school computer lab.
• Students could stay in the lab after school hours
  to work on weekly task.
• A lab assistant was available to answer
  questions.

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Kiryat Malachi Pilot Methodology

• The pilot began in the middle of the academic
  year, January 2006.
• Two classes (N97) from two junior high schools
  in Kiryal Malachi participated in the pilot 48
  7th Graders and 49 8th Graders.
• Each group was divided into two smaller groups,
  all of which participated in a weekly 2-hour lab
  session.
• The lab sessions were offered after school hours
  under thesupervision of a lab assistant.
• To follow a more meaningful, integrated program
  and to optimize the communication between
  teaching assistants and classroom teachers,
  teaching assistants were given a copy of the
  Integration Booklet and were instructed to assign
  lab which matched weekly classroom objectives.

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Sample Weekly Timetable
Sunday Monday Tuesday Thursday Friday
Pre-lab activities Pre-lab activities Pre-lab activities Pre-lab activities
7th Graders - Group A (2 hrs) 8th Graders - Group A (2 hrs) 7th Graders - Group B (2 hrs) 8th Graders - Group B (2 hrs)
Post-lab activities Post-lab activities Post-lab activities Post-lab activities
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Kiryat Malachi Pilot Guidelines for Creating an
Effective Blended Solution

• To create an effective blended solution,
  classroom teachers and
• lab assistants were encouraged to -
• refer to Integration Booklet to ensure weekly lab
  component matched classroom objectives.
• prepare students for lab session in pre-lab
  session by introducing computer component (topic,
  etc).
• 3. assign up to three focus questions for
  students to answer while working on the component
  (relationship between characters, etc).
• 4. expand on computer component in post-lab
  session by asking follow-up questions on computer
  component.
• 5. monitor student progress using EDO
  Management System.
• 6. modify the course in accordance with
  student progress and level of English.

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A BLENDED LEARNING SOLUTION
2 Lab Session (self-access or school
lab) PRACTICE

• 1
• Pre-lab Session
• (Instructor-led)
• PREPARATION

3 Post-lab Session (instructor-led) CONSOLIDATI
ON
1 Pre-lab Session (Instructor-led) PREPARATION
Refer to Integration Booklet, Monitor Student
Progress Modify the Course
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Tools

• The measure the outcome of the course, the
  following tools
• were used
• Student Feedback Forms Half way through the
  pilot and at the end of it, students were asked
  to complete a feedback form with questions on the
  online course and its effectiveness.
• Interviews Students were interviewed three times
  along the course. Students were asked detailed
  questions about the online course and the
  integration between the two courses.
• Observations Lab sessions were observed three
  times along the course. Attention was given to
  student-program interaction and student-lab
  assistant interaction.

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Kiryat Malachi Pilot Results I
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Kiryat Malachi Pilot Results II
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Conclusions

• The Kiryat Malachi study suggests that in order
  for blended
• learning solutions to be well executed, four key
  elements need
• to be considered
• Teachers should go through teacher training and
  become fully familiar with the computer program.
• 2. Role of the teacher in the blended course
  should be clearly defined.
• School local materials and computer components
  should be analyzed, customized and matched where
  possible.
• lab sessions should be followed by post-lab
  follow-up activities