Blending Online Technology with Classroom Teaching:
Results from a Case Study
Hela Ajmi (Tunis, Tunisia)
Abstract
(English)
Despite
the existence of a variety of linguistic approaches to foreign
language teaching, learners still face the challenge of not having an
approach at their disposal that fully satisfies their needs. Added to
that phenomenon, previous approaches in the field seem to lose
popularity in the Internet age. The challenge to answer the needs of
this new generation of learners has raised a fundamental question:
How to make adequate learning possible? In response to such a
question, the present paper adopts a blended-learning approach to
classroom teaching. In 2013, a blended learning course was delivered
at tertiary level in Tunisia to verify its applicability in
developing countries. The course consisted of one single session of
60 minutes, focusing on
teaching English language skills (especially speaking
and writing). On the
one hand, the toolbox TodaysMeet.co
was used to help embrace the backchannel and connect with
students in real-time. On the other hand, Penzu.com
was additionally used to accomplish a writing task. Moreover, a
questionnaire was employed in order to account for the description
and explanation of findings. The results showed that implementing a
blended learning approach to classroom teaching proved to be
advantageous. Firstly, blended learning offered a wide range of
choices for content delivery. Secondly, it proved to be pedagogically
effective, offering learners up-to-date strategies for addressing
challenges in a technology-based learning context. Thirdly, it had
the typical characteristic of increasing the level of peer-group
interaction, especially with shy learners. Lastly, it offered an
inclusive environment with the instructor.
Keywords: Foreign language teaching, blended
learning, TodaysMeet.com and Penzu.com
Abstract
(Deutsch)
Trotz
zahlreicher existierender Ansätze zur Fremdsprachenvermittlung sehen
sich Lerner immer noch mit der Situation konfrontiert, dass keiner
dieser Ansätze ihren Bedürfnissen wirklich entspricht. Hinzu kommt,
dass bestehende Ansätze im Internet-Zeitalter an Beliebtheit zu
verlieren scheinen. Das Bestreben, den Bedürfnissen dieser neuen
Lernergeneration zu entsprechen, hat erneut die grundlegende
Frage nach adäquaten Lernmethoden aufgeworfen. Bei dem Versuch, auf
diese Frage eine konstruktive Antwort zu finden, wird in dem
vorliegenden Beitrag ein Ansatz des blended
learning vorgestellt, der an die realen
Bedürfnisse eines Unterrichts im Klassenverband angepasst wurde.
Beschrieben wird ein im Jahre 2013 in Tunesien durchgeführter
blended learning-Kurs,
wobei nicht zuletzt die Frage beantwortet werden soll, ob ein solcher
Kurs in einem Entwicklungsland wie Tunesien realisierbar ist. Dieser
Kurs zur Vermittlung des Englischen bestand aus einer 60-minütigen
Unterrichtsstunde und hob insbesondere auf die Sprech- und die
Schreibfertigkeit ab. Dabei wurde die Toolbox TodaysMeet.com
genutzt, die der Realisierung digitaler Klassenräume dient und mit
der ein direkter Kontakt zu den Lernern in Echtzeit hergestellt
werden kann. Zusätzlich wurde Penzu.com
für die Durchführung einer Schreibaufgabe verwendet. In der
Untersuchung wurde ebenso ein Fragebogen zum Zwecke der Beschreibung
und Erklärung der Ergebnisse benutzt. Diese Ergebnisse deuten auf
vielfältige Vorteile des blended learning
hin. Zum einen bietet dieser Ansatz zahlreiche Möglichkeiten der
Wissensvermittlung, zum anderen ist er pädagogisch effizient,
da er den Lernern in einem technikbasierten Umfeld funktionale
Strategien anbietet. Zudem ermöglicht er eine verstärkte
Interaktion innerhalb der Lerngruppe, besonders mit Blick auf
zurückhaltende Lerner. Schließlich steht er – auch wenn ihre
Rolle im Rahmen des blended learning
eine andere ist – für eine Integration der Lehrperson in das Lehr-
und Lernumfeld.
Stichwörter: Fremdsprachenvermittlung, blended
learning, TodaysMeet.com, Penzu.com
1 Introduction
Despite
the fact that a chronological perspective on approaches and methods
in language teaching allows for a clear description of what has
influenced teaching / learning processes since the twentieth century
(see Richards & Rodgers (2007) for more clarification),
pedagogical and educational values do not seem to be fully explored.
Consequently, the need to develop innovative and more effective ways
in foreign language teaching methodology has come into existence,
namely with the emergence of a new generation of learners in the
technology-based learning context. Six 'common'
methods have been steadily cited: the Audio-Lingual Method, Community
Language Learning, the Comprehension Approach,
Suggestopedia, Silent Way and
the Communicative Approach
(Richards & Rodgers 2007). There is no doubt that each of these
influenced foreign language teaching / learning in one way or
another. Nevertheless, none of these approaches can be regarded
as perfect. Richards & Rodgers (2007) themselves admit that in
order to gain better insights, there is still a lot to achieve in
terms of usefulness and appropriateness.
Remarkably,
the existing approaches and methods of language learning, which have
influenced mainstream language teaching and its materials, have not
completely answered learners’ needs or satisfied teachers'
expectations. It is noteworthy, then, to look for new
ways of teaching, such as the
implementation of the hybrid
teaching method. Blended learning can be regarded
as an important approach within this teaching
method.
2 Rationale
Being
one of the most flexible means to cope with the ever-changing needs
of learners today, blended learning seems to be promising, offering
advantages commonly associated with high flexibility and performance
(Gould 2003: 54). Indeed, as Garnham & Kaleta (2002: 2) report,
the approach is effective in
coping with the requirements of both learners and instructors.
Moreover, it is widely believed among academies that learners in a
blended-learning environment are most likely to perform much
better than in traditional class sessions. In fact, there is a
growing need for this approach
to language teaching which has already gained popularity with
educators worldwide. In Tunisia, the approach
has been
gaining ground over the last several years
at tertiary level. It is partly due to an increase in the use of
computers which in turn affected almost every aspect of the
educational setting.
Generally speaking, the need to develop innovative and
more effective ways in foreign language teaching methodology has
become a necessity, especially with the emergence of a new generation
of learners in the technology-based learning context. Against this
background the following hypotheses can be made:
- Blended learning, unlike traditional approaches to language teaching, can be useful and appropriate for the new generation of learners.
- Blended learning can answer the needs of learners and satisfy teachers' expectations if well-implemented.
In
response to the research hypotheses, the present paper opts to
clarify the usefulness of implementing a blended learning for
teaching students attending an English course at the Faculty of Human
and Social Sciences of Tunis University. These students were enrolled
in the Department of Arabic Language and Literature. They were
juggling multiple responsibilities outside of their department. Their
need for using the new technologies in their educational setting
could not be denied (see the results from the questionnaire in the
post-session evaluation), namely that one of the most challenging
goals of higher education institutions in Tunisia has been recognized
at the level of coping with technology-based material for educational
purposes.
3 Methodology
3.1 Course Objectives and Processes
Inspired
by Benjamin Bloom's Taxonomy of Educational Objectives (1956), the
course objectives were based on what Bloom (1956: 201-207)
describes as cognitive processes (knowledge, comprehension,
application, analysis, synthesis, and evaluation). Although
Bloom's taxonomy is rather dated, it is still used for the design of
educational, training and learning processes.
Bloom
reports that these processes offer a practical framework for
identifying the observable and measurable skills that instructors
would like their students to learn. Promoting higher forms of
thinking in education (e.g. analysis and evaluation), Bloom
(1956) links these processes to representative skills as listed in
the table below:
Table 1: Benjamin Bloom's Taxonomy of Educational
Objectives (1956: 201)
Taking into consideration
principles from blended learning, the
study design was based on
the idea that the instructor should play
various roles such as advisor / or facilitator. He or she should also
introduce effective technological tools, including access to
online resources while boosting confidence in students. To implement
a blended learning course, the following steps were taken:
- Collecting information about students' educational background and class profile.
- Determining course goals and course content associated with the skills students would gain in this course in relation to other courses namely the (Information Technology) (IT) course.
- Developing effective teaching tools.
3.2 Challenges
Designing
the course was rather challenging for it required continuous planning
for improvement. In addition to that, the majority of students could
not afford to be equipped with computers and / or get free access to
the Internet. However, collaboration with other IT teachers helped to
solve the problem of equipment and to develop exciting ideas about
which best teaching strategies one could resort to in achieving
course goals successfully. More specifically, the planning of the
course was formed on the basis of some guidelines and principles.
3.3 The Model Adopted
In
preparing the course plan, some aspects were taken into
consideration, namely that blended learning can be implemented in a
variety of ways (see Appendix Two for the components of the lesson
plan that best met the objectives of the course). For practical
reasons, the blended-learning model adopted in this study can
generally be defined as the teaching practice that combines teaching
methods from both face-to-face and online learning in a single course
(Chen & Jones 2007: 1-15). Hence, a careful selection of teaching
materials and a set of user-friendly online resources were employed
to deliver an English language (more specifically, speaking
and writing) for 60
minutes (see the links to the online resources in Appendix Three).
It
is noteworthy to show the fine line between face-to-face components
and online elements. Both complemented each other. Consequently,
these complementary roles contributed to the achievement of the
overall learning goals in terms of effective teaching / learning,
leading to a very high level of flexibility, pedagogical
effectiveness and students' interaction. On the one hand, for class
management, the instructor used TodaysMeet
in order to help embrace the backchannel and connect with
students in real time. This was motivating and user-friendly. In a
similar way, the instructor’s presence in the room helped to create
an inclusive atmosphere of solidarity and enthusiasm for students to
practice their language skills. On the other hand, for the
accomplishment of a writing task, the instructor introduced
Penzu, which is a
free online diary and personal journal. The instructor's role was to
act as an advisor who gave classroom instructions, using printed
materials and showing visuals while helping students to write their
own online diaries with limited intervention in their own online
learning space. Students were free to write their own paragraphs in
privacy. It was an exciting and new experience for them to keep a
secret diary or a private journal on the Web. Even shy students were
shown how to display a higher level of interaction than had ever been
witnessed in their traditional class sessions.
4 Post-Session Evaluation
In the post-session evaluation, suggestions for
improvements and modifications were made in light of:
- an educational perspective and
- assessment, in relation with the findings from a questionnaire which was administered to students before the delivery of the blended-learning course (see Appendix Four for the statement of the questionnaire).
Both perspectives addressed a range of
instructional needs in new and highly productive ways that suited the
Tunisian context: learners and instructors alike were given the
opportunity to move their learning experience forward in new ways, on
condition that blended learning was implemented effectively.
To
begin with, this case study shows that students who took the course
displayed a much better performance than they did in their
traditional class sessions. The major achievement was students'
ability to control their own learning environment and build
social relationships, using online tools. According to the
questionnaire, students' expectations and answers proved to go hand
in hand with the course objectives as a whole, which were met at the
end of the course. This is shown in Table 2 and in the diagrammatic
representation of the data (Fig.1).
The
twenty questions in the questionnaire revolve around two major
topics. One refers to introducing new technology into classroom
teaching, the other to using blended learning. The aim was to collect
information on students' accessibility to the technology used in
their institute, their technological background and their expectation
towards the implementation of a blended-learning approach to
classroom teaching. When asked what kind of technology their
institution provided them with, 80% of the students responded it was
the computer, 20% said it was the Internet and none of the students
hinted to interactive boards. Moreover, the technology within the
institution itself was mostly reported to be for the exclusive use of
the administrative and teaching staff. Despite this limited access to
technology in the institution, 60% of the students expected
technology to help them complete hard tasks while only 22% of them
confessed their use of online resources for checking the spelling of
a word, and 6% responded they could accomplish the task both online
and with the help of a dictionary. Strikingly, the majority (72%)
still showed inclination to using written materials i.e. the
dictionary.
Question
|
Answers
|
|||
A
|
B
|
C
|
D
|
|
1
|
80.00%
|
20.00%
|
0.00%
|
0.00%
|
2
|
20.00%
|
25.00%
|
55.00%
|
0.00%
|
3
|
8.00%
|
32.00%
|
60.00%
|
0.00%
|
4
|
22.00%
|
72.00%
|
6.00%
|
0.00%
|
5
|
38.00%
|
28.00%
|
34.00%
|
0.00%
|
6
|
25.00%
|
45.00%
|
30.00%
|
0.00%
|
7
|
55.00%
|
25.00%
|
20.00%
|
0.00%
|
8
|
40.00%
|
12.00%
|
48.00%
|
0.00%
|
9
|
20.00%
|
22.00%
|
58.00%
|
0.00%
|
10
|
34.00%
|
32.00%
|
32.00%
|
0.00%
|
11
|
59.00%
|
24.00%
|
17.00%
|
0.00%
|
12
|
34.00%
|
33.00%
|
33.00%
|
0.00%
|
13
|
58.00%
|
24.00%
|
18.00%
|
0.00%
|
14
|
68.00%
|
12.00%
|
20.00%
|
0.00%
|
15
|
28.00%
|
33.00%
|
39.00%
|
0.00%
|
16
|
21.00%
|
30.00%
|
49.00%
|
0.00%
|
17
|
25.00%
|
20.00%
|
55.00%
|
0.00%
|
18
|
33.00%
|
34.00%
|
33.00%
|
0.00%
|
19
|
35.00%
|
47.00%
|
18.00%
|
0.00%
|
20
|
16.00%
|
64.00%
|
20.00%
|
0.00%
|
Table 2: Overall findings from students' responses to the
questionnaire
When asked how technology could help to create an
effective teaching strategy, 38% of the students responded that it
offered instructors multiple means to communicate with learners, in
spite of individual variation. 45% of the students stated that the
essence of the instructors' need to integrate technology into the
curriculum was its ability to help shy learners overcome their
shyness – reaching a relatively high level of interaction.
Using online resources was explained by the majority of the students
as a means to familiarise them with online tools. In addition, the
majority (58%) revealed their preference to websites that not only
enrich their domain of knowledge but also come up with a funny design
and interesting visual features (40%).
Figure 1: Diagrammatic representation of the overall findings from
students'
responses to the questionnaire
Although
these students had never experienced a blended-learning course in
their lives, 58% of them preferred to learn about a subject through
blended-learning strategies. One reason for this attitude was their
belief that the online component in the course had the unique ability
to provide learners with excellent learning experiences and
further extend learning beyond the university context. Moreover, 59%
of the students expected educators to believe in the ability of
online learning devices
to help learners to control their own learning space.
Students
were asked which type of blended learning fitted their learning
environment best. The majority agreed to one point: the growing
need for blended learning reflects the further development of
language methodology, in the framework of which instructors act as
mentors for learners. As far as blended learning is presented as an
alternative to traditional class instruction for group work, the
majority stated that it was more motivating and less boring than the
former. In addition, students justified the importance of the
approach as a problem-solving strategy to reduce behavioral problems
in the classroom. 55% of the students agreed that one of the greatest
benefits of blended learning was its ability to engage learners with
a sense of fun. What is more, the biggest benefit of a well-designed
blended learning course was seen in its ability to help learners
personalize their learning experiences (34%), to provide them with
more interesting, diverse, and current learning materials (33%) and
to help them build social relationships (33%). Finally, the majority
of students preferred an instructor who encouraged them to find and
evaluate online information. Consequently, as prospective
teachers, they stated that they would like to implement blended
learning courses in their future classroom teaching.
5 Conclusions, Implications and Suggestions
The
present case study demonstrates that blended learning can address the
needs of the new generation of learners and
meet teachers' expectations. Thus its implementation can make
adequate teaching / learning possible. Some advantages associated
with this are flexibility, pedagogical effectiveness, and
learners' interaction.
Firstly,
as Stewart (2008) and others stated, flexibility is a frequently
noted advantage of blended learning, offering a wide range of
choices for the delivery of content. More importantly, it is proved
to be more effective than teaching methods that tend to engage
students in exclusive online activities or exclusive classroom-based
instruction (Singh's 2003: 51-54).
Secondly,
blended learning is shown to be pedagogically effective to a certain
extent, offering learners up-to-date strategies for addressing
challenges in the technology-based learning context. In the same
vein, both Young (2002) and Stewart (2008) suggest that in order to
enhance students' engagement and motivation, instructors are
recommended "to offer learning activities that will appeal to
the widest variety of learning styles possible" (Stewart 2008:
371).
Thirdly,
blended learning offers the advantage of increasing the level of
peer-group interaction, especially with less extrovert learners
(Gould 2003). Students being offered various modalities for
communication, they are most likely to develop a positive attitude
towards their peer group, their instructor, and the content taught.
Finally, it
offers a learning
environment that includes
the instructor (Young 2002).
However,
challenging situations emerged: some students were found to resist
'computer-related phobia' (Saade & Kira 2009: 177-190) such as
frustration and anxiety of using and / of interacting with the
computer. This in turn, as Saade & Kira (2009) report, may have a
negative effect on their productivity. In light of the aforementioned
findings, some improvements and modifications are suggested. If
the goal of instructors is to meet the ever-changing needs of
learners, further consideration should be given to blended learning.
Moreover, instructors need to raise awareness that students do not
share the same degree of technological expertise. As such, special
support should be given to students with a low degree of
technological expertise.
References
Bloom, Benjamin (ed.) (1956). Taxonomy of Educational
Objectives. In: Cognitive Domain (1). New York: McKay.
Chen, Clement C. & Keith T Jones (2007). Blended learning versus
traditional classroom settings: Assessing effectiveness and
student perceptions in an MBA accounting course. In: The Journal
of Educators Online 4 (1), 1-15.
Garnham, Carla & Robert Kaleta (2002). Introduction to
Hybrid Courses. In: Teaching
with Technology Today (8) 6. University of Wisconsin-Milwaukee.
(http://www.uwsa.edu/ttt/articles/garnham.htm; 22.09.2009).
Gould, Tim (2003). Hybrid
classes: Maximizing institutional resources and student learning.
Proceedings of the 2003 ASCUE Conference. Myrtle Beach, South
Carolina. (http://www.ascue.org/files/proceedings/2003/p54.pdf;
08.02.2010).
Larsen-Freeman, Diane (1986). Techniques and principles in
language teaching. New York: Oxford University Press.
Richards, Jack C. & Theodore S. Rodgers (2007). Approaches and
Methods in Language Teaching. Cambridge: Cambridge
University Press.
Saade, Raafat George & Dennis Kira (2009).
Computer anxiety in e-learning: The effect of computer
self-efficacy. In: Journal of Information
Technology Education (8), 177-190.
Singh, Harvey (2003). Building effective blended learning
programs. In: Educational Technology (43): 6, 51-54.
Stewart, Don (2008). Classroom management in the online
environment. In: Journal of Online Learning and Teaching (4)
3, 371-374.
Young, Jeffrey (2002). Hybrid teaching seeks to end divide between
traditional and online instruction. In: The Chronicle of
Higher Education 48 (28), 33-34.
Appendices
Appendix 1: Class Profile
Class
profile for Second-Year Students (Department of Arabic Language and
Literature):
Class size
|
18
|
Average age
|
22
|
Women
|
14
|
Man
|
4
|
Nationality
|
Tunisians
|
Short term needs
|
Get good grades
|
Long term needs
|
Get promotion at work
|
Level
|
Intermediate students and above
|
Social life
|
Some of them are married
Low socio-economic class / part-time workers
|
Appendix 2: Course Plan for the Face-to-Face Components
Place: Faculty of Human and Social Sciences of
Tunis, Tunisia (IT room 221)
Components of the course plan for Second-Year Students (Department of
Arabic Language and Literature)
Appendix 3: Links to the Online Resources
TodaysMeet available at: http://todaysmeet.com/
Penzu available at: http://penzu.com
Appendix 4: Statement of the Questionnaire
Questionnaire for Second-Year Students
Department of Arabic language and literature
Hela Ajmi
Faculty of Human and Social Sciences of Tunis
Please provide us with your full name and signature.
Full Name
Signature
For each
of the 20 questions below, choose only one answer that best explains
your preference and tick the box next to it. If more than one answer
seems to apply to you, choose the one that applies more frequently.
- What kind of technology does your institution provide you with most?
computers
the Internet
interactive boards
other:
Specify: ……………………………………………………………………………
- Does the technology within the institution itself exist for?
developing language skills
research projects
restricted use to the administrative and teaching staff only
other:
Specify: ………………………………………………………………………………
- Do you expect technology to:
be an intrinsic part of your life
help you control your learning environment
help you complete hard tasks
other:
Specify: …………………………………………………………………………….
- If you would like to check the spelling of any word, would you look it up:
online
in a dictionary
both
other:
Specify: ……………………………………………………………………………
- How could technology help to create an effective teaching strategy?
It offers instructors multiple means to communicate with learners in
spite of individual variation.
It enhances an inclusive relationship between instructors and
learners.
It helps instructors grow into the role of advisor / facilitator.
other:
Specify: ………………………………………………………………………………
- Why do instructors need to integrate technology into the curriculum?
It helps learners acquire the skills they need to
cope with the new, highly technological knowledge-based era.
It helps shy learners overcome their shyness.
It offers learners strategic ways to sort out difficult tasks.
other:
Specify: ………………………………………………………………………………
- Using online resources helps:
familiarise students with online tools.
give learners comfort level with online tools.
save time and energy in research projects.
other:
Specify: ………………………………………………………………………………
- Do you like websites that:
have a funny design and interesting visual features
come up with interesting descriptions, lists and explanations
enrich your knowledge
other:
Specify: ………………………………………………………………………………
- Do you prefer to learn through:
written materials
online resources
both
other:
Specify: ……………………………………………………………………………
- Educators support online learning because of its unique ability to:
provide learners with excellent learning experiences
extend learning beyond the university context
build up a data bank of digital resources
other:
Specify: …………………………………………………………………………
- Educators believe that online learning:
helps learners to control their own learning processes
allows learners to be intellectually challenged
decreases learners' computer phobia
other:
Specify: ………………………………………………………………………………
- Which one is the definition of blended learning that fits your learning environment best?
the combination of face-to-face and online learning activities within
a single course
the combination of multiple approaches to learning
the online delivery of a course with time specified face-to-face
interaction
other:
Specify: ………………………………………………………………………………
- The growing need for blended learning reflects the:
further development of language methodology in the framework of which
instructors' act as the learners’ mentors
new role of instructors as advisors / facilitators
quality of blended learning as an approach to support a wider range
of instructional programs
other:
Specify: …………………………………………………………………………
- Adopting a blended-learning approach to group work is:
more motivating and less boring than traditional class instruction
less confusing than traditional class instruction
more efficient than traditional class instruction
other:
Specify: ………………………………………………………………………………
- Blended Learning that integrates face-to-face and online learning helps:
manage time
reduce overcrowded classrooms
reduce students’ behavioral problems in the classroom
other:
Specify: ……………………………………………………………………………
- One of the greatest benefits of blended learning is its ability to:
help learners share their knowledge
help learners improve their learning experience
engage learners
other:
Specify: ……………………………………………………………………………
- Blended Learning is perceived as:
a flexible means of teaching
an intellectually challenging opportunity
fun
other:
Specify: ……………………………………………………………………………
- The biggest benefit to a well-designed blended-learning course is seen in its ability to:
provide learners with more interesting, diverse, and current learning
materials
help learners personalize their educational experiences
help learners build social relationships
other:
Specify: ………………………………………………………………………………
- Do you prefer an instructor who:
uses demonstrations
uses handouts
other:
Specify: ………………………………………………………………………………
- As future teachers, would you like to implement (…) to classroom teaching?
traditional classroom instruction
blended-learning courses
online courses
other
Specify: ………………………………………………………………………………
