Blended learning course

Arsenue, Ruth A. EDDE 298 Special Problem in Distance Education Concept Note 1 (Revised) Working Title: Blended learning course in Home Economics and Livelihood Education (BEEdGC content course) for pre-service elementary teachers in St. Mary’s College, QC

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The blended learning course of college HELE can be very helpful to students who are unable to attend regular classes due to workload, conflicting schedules, family responsibilities, or illness. This allows the learners to have an alternative way to study the lessons at their own time and place. Hence, the students can continue learning even if the teacher is not physically present or if they missed classes due to absences. Blended learning would combine traditional classroom instruction with print, Web-based or open educational resources, and computer-based resources in some portions of the learning activity, to augment the face-to-face instruction of college HELE. College HELE is a course content of BEEd General Curriculum or General Education. While the Bachelor in Elementary Education (BEEd) is a four year degree program designed to prepare students to become primary school teachers. General Curriculum or General Education covers all of the basic information for each subject in primary education, a field of study that has no specific specialization. Thus, the program intends to produce generalists who can be assigned to teach the different learning areas. (FindUniversity.ph, 2014; PRC Resolution No. 2012-10 Series 2012). (See Appendix) Introduction

Distance education for teacher training has been cited in numerous studies with positive results. However, it is not a cheap substitute for face-to-face student-teacher interaction due to the use of multimedia or ICT. Here in the Philippines, government support is also being given to distance education. But most traditional colleges and universities are still utilizing print, Web-based, or computer-based resources to enhance classroom instruction instead of offering pure online degree courses inspite of the availability of technology. Thus, blended learning is more common in traditional colleges today. Inspired by the positive results of blended learning and good reviews, I would also like to make my traditional face-to-face class in Gen. Ed. HELE into blended learning by adding online learning activities such as online collaboration, reviewers, and practice tests. I believe this would enhance the learning experience of the students and also hone their ICT skills. ICT is also one of the components of HELE, an area that the pre-service elementary teachers might teach in the future. How can blended learning be done to my traditional Gen. Ed. HELE class? How am I supposed to design and develop the course to make it blended? What could be some of the challenges and difficulties that I might or the students encounter during the implementation phase? What could be the alternative if a revision is needed to make blended learning work in my class? 1/7

Traditional/ Face to Face Classroom Instruction

Blended Learning

Print / E-Learning (Web-based, Computer-based)


Venn diagram of a traditional classrooom instruction combined with print resources and e-learning resulting to blended learning.

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Specifically, the proposed blended learning course is a combination of face to face instruction, on-campus individual and group activities, and online collaboration activities for synchronous learning, with print-based, computer-based, Web-based, and open educational resources for asynchronous learning.

Adapting BOLD by Power and Vaughan (2010), my blended course design would look like this: On-campus

On-line

Asynchronous


Online Class (readings, audio/video recordings, online games, practice tests, online collaboration activity)

Synchronous

Blended Learning

Professor-led (lecture, quiz, exam)

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2

Blended Online Learning

3

4

5

Adapted from Power and Vaughan (2010), Blended Online Learning Design (BOLD)

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Ov e in rv pr iew oc es s Appendix

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