Proceedings of the 3 rd International Conference of Teaching and Learning (ICTL 2011)
INTI International University, Malaysia
Saysamone Prasonexay
Udon Rajbaht University, Thailand (xaysamone@hotmail.com)
ABSTRACT
Today, web-based or online learning becomes more popular model in almost all sectors, and especially in the field of education. Since there is only one single method that can enhance the language learning skills, blended learning is a new paradigm that can promote interactive learning. Deep and meaningful language learning experiences are best supported by actively engaging learners. Those who have grown up with interactive technology are not always comfortable with the lecture-type approach.
This research has 5 main objectives:
1) To develop strategies of blended learning based on content-based and communicative approach instruction in developing reading and writing skills for the Bachelor of Education students.
2) To study the usage of the strategies of blended learning based on content-based and communicative approach instruction in developing reading and writing skills for the Bachelor of Education students.
3) To examine the factors that support or obstruct the implementation of this model.
4) To study the effectiveness of reading and writing of Bachelor of Education students by using this model of instruction.
5) To study the attitude of the students towards the usage of this model.
The purposes of this research are to study the Development Strategies of Blended Learning based on Content-
Based and Communicative Approach Instruction in Developing Reading and Writing Skills for Bachelor of
Education Students. And to study the factors that affect the students’ attitude towards the using of this model of instruction.
The sample group consisted of experts and English language teachers teaching reading and writing at bachelor’s level with at least 5 years of teaching experience. The research is conducted in the academic year 2011. The design of this research is a one group pre-test/post-test design.
The research instruments are 8 lessons plans, a reading and writing ability test, and attitude evaluation form. The experiment lasted for 1 semester, 4 hours a week, 64 hours in total, excluding the time for test. The mean, percentage, standard derivation and t-test for dependent samples are employed to analyze the data. The findings of this research are as follows:
1. The students’ pre-test and post-test reading and writing ability scores show differences. The students’ reading and writing is found significant different at 0.01 level. The mean score on the post-test is higher than that of pre-test.
2. The students’ attitude towards teaching English reading and writing is based on content-based and communicative instruction are at good levels.
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Proceedings of the 3 rd International Conference of Teaching and Learning (ICTL 2011)
INTI International University, Malaysia
BACKGROUND AND DEFINITION
The process of teaching and learning in the era of information technology and globalization affects the instructional paradigm that improves the language learning abilities for English language learners. Since there is no one single method that can enhance language instructional atmosphere, blended teaching and learning is a new paradigm that develops teaching and learning abilities and skills responding to language learning goals.
In a fast changing world or in the globalization era new teaching approaches have been developed by many scholars and educational researchers. Blended teaching and learning is being used widely in the academic circles. In 2003, the American Society for Training and
Development identified blended learning as one of the top ten trends to emerge in the knowledge delivery industry (Rooney, 2003).
What is being blended is the one frequently asked question. Although there is a variety of responses to this question, the most commonly mentioned answers, introduced by Graham et al . (2003) are: (1) combining instructional modalities, (2) combining instructional methods, and (3) combining online and face-to-face instruction.
BLENDED LEARNING IN HIGHER EDUCATION
Deep and meaningful learning experiences are best supported by engaging learners actively
(Kuh and Associates, 2005). Those who have grown up with interactive technology are not always comfortable with the information transition approach of large lectures. Students expect a relevant and engaging learning experience.
Blended Learning in Higher Education provides a vision and a roadmap for higher education faculty to understand the possibilities of organically blending face-to-face and online learning for engaging and meaningful learning experiences.
Blended learning combines online with face-to-face learning. The goal of blended learning is to provide the most efficient and effective instructional experience by combining modalities.
The term blended learning is used to describe a solution that combines several different delivery methods such as collaboration software, web-based courses, EPSS, and knowledge management practices. Blended learning is also used to describe learning that mixes various event-based activities including face-to-face classrooms, live e-learning and self-paced instruction.
Blended Learning Programs may include several forms of learning tools, such as real-time virtual or collaboration software, self-paced Web-based courses, electronic support system
(EPSS) embedded within job-task environment, and knowledge management system.
Blended learning mixes various event based activities, including face-to-face classrooms, live e-learning and self-paced learning (Singh, 2003).
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Proceedings of the 3 rd International Conference of Teaching and Learning (ICTL 2011)
INTI International University, Malaysia
The following categories will be used to organized major types:
1. The use of Multimedia and Virtual Internet Resources in the classroom. Examples include the use of videos, virtual field trips, and interactive websites.
2. The use of Classroom Websites in the classroom. Included is a growing list of examples of useful blended learning websites.
3. The use of Course Management System. Examples include the use of Moodle, WebCT and Blackboard.
4. The use of Synchronous and asynchronous Discussion in the classroom. Examples of resources available include Yahoo Groups, TappedIn, Blogs, and Ellumunate.
THE IMPORTANT ROLES IN BLENDED TEACHING AND LEARNING
There are four important roles to be considered in blended teaching and learning such as the roles of the teacher, the roles of the students, the roles of instructional media, and the roles of the content.
Teachers play very important roles in orientating and facilitating interaction among learners.
This task will enhance the capacity of group’s activities, elaborate the blended learning plan, choose the appropriate websites, and provide encouragement and other assistance. Teachers must have the experience in using electronic key tools, and carefully provide feedback to the students.
The students who register in this program have to strictly follow the learning plan, gain advance technology competencies, be responsible to peer-to-peer activities, and wholeheartedly get feedback from partners.
Instructional materials are also essential in blended teaching and learning, and the materials help the learners in the learning process.
Contents are important in the blended teaching and learning process. They must contribute to the development of new knowledge, skills, and attitudes.
The contents must be based on research and it should be from the best practice. The contents must be available at all time, and it could be delivered both traditionally and web-based.
CONCLUSION
Blended teaching and learning is the learning process that combine traditional or face-to-face with variety of learning styles of the learners or with e-learning, or mixing e-learning with traditional learning, mixing online learning with face-to-face, mixing media, mixing content, mixing theories of learning, mixing learning objectives, and mixing pedagogies. The development of new teaching paradigm responds to the needs of the learners. With a new teaching approach students gain more knowledge in a limited time but with higher efficiency.
Thus, the usage of the new instructional paradigm within the rapidly changing world is vital in the recent educational process. Although, web-based or online learning is valuable, it still
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Proceedings of the 3 rd International Conference of Teaching and Learning (ICTL 2011)
INTI International University, Malaysia has weaknesses and limitations. However, blended teaching and learning works well when both teachers and students are ready, given the learning circumstances.
REFERENCES
Barbara, Allan, 2007, Blended Learning: Tools for Teaching and Training, Great Britain:
Cromwell Press Ltd,
Curtis J. Bonk, Charles R. Graham, 2006, The Handbook of Blended Learning: Global
Perspectives, Local Designs, USA: HB printing.
D. Randy Garrison, Norman D. Vaughan, 2008, Blended Learning in Higher Education,
UAS: HB printing.
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