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Open Access ISSN 2423-‐1924 Presented in 2nd International Conference in Education, Psychology, and Social Science (ICEPSS) International Research Enthusiast Society Inc. (IRES Inc.) May 22-‐23, 2015

Exploratory Study on Learner-Driven Blended Learning Environment 1

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Milani M. Austria , Daniel D. Dasig, Jr. , Arlene Mae C. Valderama 2 3 Computer Studies and Engineering, Computer Engineering Department, Information Technology Department, Jose Rizal University, Philippines

Abstract In a knowledge-based economy, collaborative learning in digital networks and onslaught of technological developments is a necessity; thereby 21st century professionals need the 21st century skills-set to tussle market breakaway. Educators and learners in this information age clinch ways of thinking, ways of working, uses tools for working and skills-set to sustain living in the competitive world. This paper presents walkthroughs on the perceptions and experiences and learning strategies of the higher education students’ in a context of blended learning which combines face-to-face and e-learning technologies with computer mediated activities. The study aims to explore the experiences of higher education students, ascertain issues, concerns, problems in the blended learning environment, elicit and explore students coping mechanism and learning strategy in the context, identify skills developed in a learner-driven blended environment, and recommend course of actions based on the lesson learned. The study utilized qualitative design with purposive sampling, participant observation, focus group discussion and content analysis. The study results in positive perceptions and has devised the development of 21st century skills. Despite positive perceptions and experiences of the learners, the continuum improvement in the delivery, learning objects and artifacts, assessment and evaluation techniques must be implemented. . Key words: e-learning, collaborative learning, learning strategies, qualitative, participant observation

Milani M. Austria*, Daniel D. Dasig, Jr., Arlene Mae C. Valderama [email protected]*, [email protected], [email protected] Paper Reference Number: SE28EF5 *Corresponding Author

Published by Sons and Daughters Publishing House Inc. © 2015 The Authors Peer review under the responsibility of International Research Enthusiast Society Inc.

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Milani M. Austria*, Daniel D. Dasig, Jr., Arlene Mae C. Valderama Paper Reference Number: SE28EF5

ISSN 2423-‐1924

Introduction In a knowledge-based economy, collaborative learning in digital networks and onslaught of technological st st developments is a necessity; thereby 21 century professionals need the 21 century skills-set to tussle market breakaway. Educators and learners in this information age clinch ways of thinking, ways of working, uses tools for working and skills-set to sustain living in the competitive world. The increased usage and implementation of information technology in the higher education institutions (HEIs) in the past years led to several projects integrating blended learning approach a new method in the instructional delivery. Jose Rizal University (JRU) one of the premier business schools in the Philippines adopted and implemented the use of blended learning approach through the Course Redesign Program (CRP). Blended learning in the University followed a rotation model where students attend between face-to-face and online sessions (Staker, 2011). This means a class meets once a week instead of two or three session, and learning activities that take place in a classroom can be moved online. The online sessions were delivered using Modular Object-Oriented Dynamic Learning Environment (MOODLE). The MOODLE learning environment has provided the students an environment for learning and is also suited for teachers who wish to manage their courses accordingly. The University, in its quest to provide “good education anytime, anywhere” through a technology-enabled instruction continuously provides opportunities for its students to meet the demands of a digital lifestyle. The strategy was implemented in phases without sacrificing the benefits of conventional teaching approach. Blended Learning In a knowledge-based economy, ramification of multimedia, and learning management systems, there has been an increased role of e-learning, educational technologies, and learning management systems being implemented in these learning entities to cater blended learning. Dasig (2014) opined that the emergence of computing technology has posed challenges in the landscape and dimensional change of teaching and learning process. Liebowitz and Frank (2011) define blended learning as a hybrid of traditional face-to-face and online approaches to instruction occurring both in classrooms and online and where the online component becomes a natural extension of traditional learning. According to Staker (2011), blended learning is any time a student learns at least in part at a supervised brick-and-mortar location away from home and at least in part through online delivery with some element of student control over time, place, path, and/or pace. Hwang, et.al. (2010) pointed out that elearning is an emerging new paradigm of modern education. The blended course, which combines online components with the conventional face-to-face components, has emerged as alternative mode of teaching and learning and a substantial supplement. E-learning has become one of the powerful supporting tools which have diversified that traditional context of learning in colleges. Students can engage in self-directed learning, and learning resources can be repeatedly used. E-learning provides flexible learning materials and consistent information. The learning content is easy to update. With the rapid development of technology, the Internet as a delivery platform has motivated colleges to invest their resources on developing online programs. Sloman (2007) as mentioned by Poon (2013) argues that blended learning should not simply be considered in terms of delivery and technology. According to him: If the term blended learning is to have longevity ... we must extend its use beyond technology. It must be as much about varying learning methodology as it is about training delivery. We must understand more about what motivates learners, what support they need and how these supportive interventions can take place in practice. Only with this understanding we can get the "blend" right. Therefore, blended learning is itself a blend. It is a mix of pedagogical approaches that combines the effectiveness and the socialization opportunities of the classroom with the technological enhancements of online learning (Dziuban, Hartman, Juge, Moskal, & Sorg, 2006). Contained within the mix is a paradigm change in which the emphasis shifts from teaching to learning (Nunan, George, & McCausland, 2000). In order to enhance this shift, a blended learning course should also increase the interaction between the instructor and students, and also among students. It should furthermore enhance the mechanism for integrating formative and summative feedback in order to boost students' learning experiences (Yen & Lee, 2011). Therefore, blended learning is a fundamental redesign of the instructional model with a shift from lecture-centered to student-centered instruction where students become active and interactive learners.

Published by Sons and Daughters Publishing House Inc.

© 2015 The Authors Peer review under the responsibility of International Research Enthusiast Society Inc.

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Factors affecting Blended Learning According to the meta-analysis and review by Means et al. (2010), as mentioned by Alontaga et.al (2013) the effectiveness of online instruction is larger when instruction is collaborative or instructor-directed than in those studies where online learners worked independently. This involves giving learners control of their interactions with media and prompting learner reflection which are considered best practices. Additionally, variety of curriculum materials and instructional approaches within an online course prove to have larger effect on learning. On the other hand, elements such as video or online quizzes do not appear to influence the amount of learning online compared to other practices like giving assignments. In another study by Aguinaldo (2013) as stated by Alontaga et.al (2013) which implemented blended learning in an impoverished academic institution, results indicate high acceptability rate of e-learning usage despite of the socio-economic profile of the student’s parents, unavailability of internet connection and inadequacy of technological resources. Course Redesign Program Course Redesign Program is the term used for the use of blended learning approach applied in general education and major subjects at Jose Rizal University. Twigg (2003), stated that the key characteristic of the replacement model through the Course Redesign Program is a reduction in class-meeting time, replacing (rather than supplementing), face-to-face time with online, interactive learning activities for students. The assumption is that certain activities can be better accomplished online, either individually or in small groups, than in a class. The out-of-class activities take place in the computer laboratories and/or students’ home. Currently, there are eight (8) general education courses including Introduction to Information Technology that are implemented through the Course Redesign Program. Some major subjects are piloted to determine its relevance to learning. Learning Experiences Blended learning is generally applied to the practice of using both online and in-person learning experiences when teaching students. In a blended-learning course, for example, students might attend a class taught by a teacher in a traditional classroom setting, while also independently completing online components of the course outside of the classroom. In this case, in-class time may be either replaced or supplemented by online learning experiences, and students would learn about the same topics online as they do in class—i.e., the online and inperson learning experiences would parallel and complement one another. (Glossary of Education Reform, 2013). Poon (2013) stated that enhancing student learning experiences has become more important in higher education since the mid 1990s due to increased student enrollment and diversification. Blended learning is usually viewed as a combination of face-to-face and online delivery methods, with the aim of each complementing the other. Such an approach should, therefore, influence students' perceptions of the learning environment and, subsequently, their study approach and learning outcomes. It is thus expected that there is a significant relationship between blended learning, student learning experiences, and ultimate achievement. The JRU Course Redesign Program (CRP) Model which is shown in Figure 1 identifies and explains significant links on how the learning experiences of the students takes place. In this model, students used MOODLE as the Learning Management System where the online activities and laboratory exercises are uploaded. Classroom discussions and lectures are done during the face-to-face sessions. Students can also make use of the forum and email to inquire on the lessons and laboratory exercises which they cannot understand.



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Figure 1: JRU Blended Learning Model Learning Management System Wang et. al (2012) regarded Facebook as a learning management system (LMS) in two courses for putting up announcements, sharing resources, organizing weekly tutorials and conducting online discussions at a teacher education institute in Singapore which students were basically satisfied with the affordances of Facebook, however it did not support other format files to be uploaded directly, and the discussion was not organized in a threaded structure. Dougiamas & Taylor (2003) used Moodle on how internet software can successfully support social constructionist epistemologies of teaching and learning in distance education. In their work, (Cavus & Ibrahim, 2007; Hall, 2003) cited that several factors should be considered when assessing the value of an LMS: availability, scalability, usability, interoperability, stability, and security. In his study (Dasig, 2014) used the Schoology to deliver blended learning approach in an Embedded System class to which learners were provided an online groups, online classroom where assignments, project requirements, assessments, and other class activities are delivered online.

Figure 2. The MOODLE and Schoology Interfaces Statement of Objectives/Problems The purpose of this study is to provide an in-depth description and understanding of the perceptions of students on the Course Redesign Program (CRP) on Introduction to Information Technology. Specifically, the study sought to answer the following questions: 1. How do the students’ experiences help them to become self-directed learners? 2. What are the students’ concerns, problems and issues as they engage in CRP? 3. How do the students cope with this new learning strategy? 4. What are recommendations of the students to improve the delivery of CRP?



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Methodology The study utilized qualitative design with purposive sampling, participant observation, focus group discussion and content analysis. Seven (7) freshmen students taking up Introduction to Information Technology from different courses; BS in Information Technology, BS in Business Administration, and BS in Accountancy have been purposively selected based on the prelim grades (high, average, and low) and were considered participants of this study. Using the 4 open ended questions, a nonjudgmental and permissive Focus Group Discussion (FGD) using triangulation has been employed to let the participants articulate, elicit and elaborate experiences in the context. The tape recorded focus group data were transcribed and analyzed using content analysis to identify recurring, and main thematic pattern in the responses to key questions. Also the researchers have been privileged and active participants during the face-to-face sessions. Results And Discussion The study result in the following premise with the open-ended questions posed during the FGD sessions; Question No. 1: How do the students’ experiences help them to become self-directed learners? For question #1, five (5) respondents mentioned that the course redesign program implemented in Introduction to Information Technology made them independent and self-directed learners. Some of the responses are as follows; “having the laboratory experiences make me become independent, not always depending on my professor’s knowledge or all the lessons being tackled with us”; we can directly do the activities and on the other hand we can also share our knowledge to some of our classmates who don’t deeply understand the activity” and; we can learn just by ourselves through reading a lot. Question No. 2: What are the students’ concerns, problems and issues as they engage in CRP? For question #2, the respondents said that course redesign program was effective but the problems and concerns of the students must be addressed. Some concerns were as follows: Technical (3): “I was experiencing problem in the cloud access. Problems in the laboratory exercises: there are some formulas, terms or syntax that is not familiar with us, makes us lazy enough to finish the exercise; Procedures and instructions in doing the online exercises are difficult to understand (4); Lack of teacher (2): because there is no one to answer us when we have a question about the subject matter. Schedule (3): Submission of exercises is in conflict with the other activities; time limit given to every activity. Question No. 3: How do the students cope with this new learning strategy? For question #3, the respondents answered the following in coping with this new learning strategy through understanding and reading the instructions carefully, being responsible, and through exploration. Understanding and reading the instructions carefully (4): “by reading the direction and by following rules and instructions clearly and properly, and of course understanding each one of it, I am sure that we can learn new strategies at the right time.” Being Responsible (6): “I do the activity assigned on that day regardless of not having a teacher to watch them;; we must do our task and advance learning; and , I am not that knowledgeable about using computers and doing online activities but I did my best to cope with it.” Exploratory: (1): “exploring all about the subject matter, its parts and their definition helps me to expand my knowledge. Knowing the answers first before proceeding to the instructions makes me finish the activity. Seeking a help from my classmates and especially my professor gives me more idea about the programs I’m using.” Question No. 4: What are the recommendations of the students to improve the delivery of CRP? For question #4, the following were the recommendations of the students to improve the delivery of the course redesign program: “the Moodle and technology specialist must look into the content first before it has to be deployed”; “ challenging and motivating activities must be given to the students, simple exercises do not encourage and motivates learning “(3); “have someone present to answer our questions about the subject/activity effectively” (7;) and “make the instructions and procedures of the exercises clearer.”



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Discussion This study aimed to provide an in-depth description and understanding of the perceptions of students on the Course Redesign Program (CRP) on Introduction to Information Technology. Based on the findings, it was noted that the use of CRP made the students independent and self-directed learners. Students can learn and do task through the instructions given to them during the face-to-face sessions and by the use of the course modules and exercises uploaded in MOODLE. Similar findings have also been encountered by Yen & Lee (2011) that blended learning is a fundamental redesign of the instructional model with a shift from lecture-centered to studentcentered instruction where students become active and interactive learners. The course redesign program was effective but the problems and concerns of the students must be addressed particularly the technical problems like the slow connections of the internet; the clear instructions of the exercises; compatibility of the Microsoft Office and Open Office; and the schedule of the submission of exercises and quizzes. In coping with this new learning strategy, understanding and reading the instructions carefully, being responsible, and through exploration were necessary. As pointed out by Hwang, et.al. (2010) e-learning is an emerging new paradigm of modern education. The blended course, which combines online components with the conventional face-to-face components, has emerged as alternative mode of teaching and learning. Evaluation of the e-Learning Management System based on ISO/IEC 9126 System and software quality requirements identified based on the Quality Characteristics and sub-characteristics defined in the ISO 9126 Quality Model. Relative weights had been assigned to quality in use, external and internal quality which allows evaluators’ measurement. ISO/IEC 9126 defines a quality model which is applicable to every kind of software (ISO, 1991). Table 1. Evaluation of the Learning Management System based on ISO/IEC 9126 Quality Model Criterion

Weighted Mean

Interpretation

Functionality

4.49

A

Reliability

4.43

A

Usability

4.49

A

Efficiency

4.52

A

Maintainability

4.56

A

Portability

4.68

A

General Weighted Mean 4.53 Agree 1-Strongly disagree (SD) 2-Disagree (D) 3- Neither agree nor disagree4-Agree (A) 5-Strongly agree (SA)

Computed weighted mean for learning management system reliability criteria as reflected in the table 1 have been interpreted again using 5 points Likert Scale as follows: very reliable, highly reliable, reliable, questionable and not reliable at all. Based on the evaluation depicted in the table, the system reliability level in all criterions ranges from 4.2 to 4.5 which can be interpreted that the reliability level of the system is highly reliable; the overall computed mean for all criterions is 4.43 which again can be interpreted that the system has an overall reliability level of highly reliable. The sub-characteristics being considered in the usability includes; understandability, learnability, operability; efficiency, time behaviour, resource behaviour, maintainability, analyzability, changeability, stability, testability, portability, adaptability, installability, conformance, replaceability. Based on the respondents evaluation depicted in the table, the system usability level is 4.49, efficiency and portability are 4.52 and 4.68, while maintainability is 4.56, and these can be interpreted that the system is very usable, very efficient, very portable and very maintainable. Table 1 reflects the average computed mean for all criterions is 4.53 which again can be interpreted that the system has an overall high quality to which respondents evaluated the same with Verbal Interpretation A-Agree.



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Conclusions It can be concluded from the study that the respondents had positive experience about blended learning through CRP. This innovation in the instructional delivery provided benefits for the stakeholders of the institution. Provision of sufficient access for the students must also be ensured. Cloud access of the students must be work out properly, especially the links and the compatibility of the software used in the exercises. The blended course modules must be modified to further promote interaction. Faculty training on proper implementation of CRP should also be included in the Faculty Development Plan. Recommendations It is therefore recommended that JRU must continue implement this blended learning approach to the other major courses offered in the University. Barriers identified for the successful implementation must be addressed by the institution. Furthermore, the researchers are encouraging the other HEIs to implement the same innovation. Despite positive perceptions and experiences of the learners, the continuum improvement in the delivery, learning objects and artifacts, assessment and evaluation techniques must be implemented. Empirical investigation related to the content and delivery of blended learning are encouraged. References Aguinaldo, B.E. (2013) Implementing Blended Learning in an Impoverished Academic Institution Using a Bricolage Approach Model, International Journal of Information and Education Technology, 3(2) , April 2013. http://www.ijiet.org/papers/266IT0036.pdf, October 13, 2013. Alontaga, J., Valderama, A. et.al (2013). Examining Blended Learning Experiences of Higher Education Students, Paper presented in the International Congress in E-Learning 2013, The Heritage Hotel December 6-7, 2013. Austria, M. et.al (2013). Blended Learning in Philippine Higher Education Institutions: The Jose Rizal University Experience, Paper presented in the International Congress in E-Learning 2013, The Heritage Hotel December 6-7, 2013. Cavus, N., & Ibrahim, D. (2007). Assessing the success rate of students using a learning management system together with a collaborative tool in web-based teaching of programming languages. Journal of educational computing research, 36(3), 301321. Dasig Jr, D. (2014). User Experience of Embedded System Students on Arduino and Field Programmable Gate Array (FPGA). Proc. of the Second Intl. Conf. on Advances in Applied Science and Environmental Engineering - ASEE 2014. Institute of Research Engineers and Doctors, USA. ISBN: 978-1-63248-033-0 doi: 10.15224/ 978-1-63248-033-0-110. 124-128. http://www.seekdl.org/upload/files/20141226_053126.pdf, Accessed February 12, 2015 Dougiamas, M., & Taylor, P. (2003). Moodle: Using learning communities to create an open source course management system. In World conference on educational multimedia, hypermedia and telecommunications, 2003(1), 171-178. International Organization for Standardisation. (ISO) (1991). ISO/IEC: 9126 Information technology-Software Product Evaluation-Quality characteristics and guidelines for their use -1991. http://www.cse.dcu.ie/essiscope/sm2/9126ref.html, Accessed February 10, 2015 Liebowitz, J. and M. Frank (2011), Knowledge Management and E-Learning. Auerbach Publications, Taylor & Francis Group, LLC, USA. www.jru.edu.proquest 500. September 20, 2013. Means, B., Toyama, Y., Murphy, R., Bakia, M., & Jones, K. (2010). Evaluation of evidence based practices in online learning. Center for Technology in Learning Poon, J. (2013). Blended Learning: An Institutional Approach for Enhancing Students’ Learning Experiences. Merlot Journal of Online Learning and Teaching, 9(2), June 2013. Accessed Feburary 13, 2014. Dziuban, C., Hartman, J., Juge, F., Moskal, P., & Sorg, S. (2006). Blended learning enters the mainstream. In C. J. Bonk & C. R. Graham (Eds.), Handbook of blended learning: Global perspectives, local designs (pp. 195-208). San Francisco, CA: Pfeiffer.



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Nunan, T., George, R., & McCausland, H. (2000). Rethinking the ways in which teaching and learning are supported: The Flexible Learning Centre at the University of South Australia. Journal of Higher Education Policy and Management, 22(1), 8598. doi:10.1080/713678130 Sloman, M. (2007). Making sense 318.doi:10.1108/00197850710816782

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