BLENDED LEARNING

The blended learning is a formal education program in which a student learns at least in part through online learning, with some element of student control over time, place, path, and/or pace; at least in part in a supervised brick-and-mortar location away from home; and the modalities along each student’s learning path within a course or subject are connected to provide an integrated learning experience. On the other hand, blended learning is a term increasingly used to describe the way e-learning is being combined with traditional classroom methods and independent study to create a new, hybrid teaching methodology. 

Blended Learning Models

1)    Face-to-Face driver

Teachers deliver most of the curriculum in face-to-face classes. However, they also produce online resources to supplement or revise course material, which students can study at home, in the classroom or in the lab.

2)      Rotation

The students rotate between a period of face-to-face tuition and a period of online study. In some case, online study may be done remotely (at home, for example).

3)      Flex

In this model, most learning is done in the online environment. Face-to-face teaching is still available, but for small groups or individuals on an as-needed basis.

4)      Online lab

All course material and teaching is done online, but in a physical classroom on computer lab. Teachers interact with students online (through pre-recorded videos, audio and video conferences or discussion forums and email.

5)      Self-blend

A fully individualized approach, in this model the students takes online classes a la carte. Much of the learning is done online, but the student will still attend face-to-face classes.

6)      Online driver

Students work mainly online in a remote location and come into school for optional or required face-to-face classes.

A Learning Model

There is a general consensus among education innovators that blended learning has three primary components:

• In-person classroom activities facilitated by a trained educator.
• Online learning materials, often including pre-recorded lectures given by that same instructor.
• Structured independent study time guided by the material in the lectures and skills developed during the classroom experience.

A course created in a blended learning model uses the classroom time for activities that benefit the most from direct interaction. Traditional education (especially at the college level) tends to place an emphasis on delivering material by way of a lecture, while in a blended learning model lectures can be videotaped ahead of time so the student can watch on their own time. The classroom time is more likely to be for structured exercises that emphasize the application of the curriculum to solve problems or work through tasks.

GLOBAL EDUCATION NETWORK

Nowadays, technology and telecommunications network are growing rapidly. All jobs always need technology and telecommunications networks , including in education . Technology is very important in education to access information. The rapid development of global technological capacity and abilities create opportunities for students worldwide.

The Milken Foundation identifies five criteria that characterize a scenario for technology acquisition, informed use, productive output, and contributions to development. Those considering acquiring new or additional technology should consider these questions as a framework. First, what is it that technology will do for students and educators that is compelling enough to make all the effort worthwhile? (The Incentives). Second, what is it that communities need in order to make informed decisions and wise use of technology and telecommunications for improvements in learning? (Capacity building). Third, what is getting in the way of educators and students effectively using technology and how can we fix the system to get rid of these barriers? (System Changing). Fourth, what is it that we need in order to ensure that all students have the opportunity to learn in a technology-enriched learning environment? (Mandates). Fifth, how will we know it when we see it? What does success look like in terms of student performance? What indicators will we be using? How will the data be collected? What evidence will be analyzed and evaluated against which benchmarks? (Benchmarking) (Milken Foundation, 1998.)

There are practical implications for school administrators in developing countries. The existence of instant communication is now a practical reality rather than just a theoretical possibility. Practicing administrators all over the globe possess the means to improve educational delivery systems. The implications represent a new found power, particularly potent in developing countries where gains in education can provide substantial economic gains and where access to educational opportunities provides more significant benefits than the incremental improvements in industrialized countries.

The development of technology and telecommunication networks can improve student’s language skill through student-student conversation. The introduction of Peer-to-Peer video conferencing using devices students are familiar with can increase personal interaction. By Peer-to-Peer Video conferencing offers opportunities to increase communication skills and language learning. Social interaction helps build connections for a better world. It also creates the opportunity for students to build an international network of friends and contacts. A contact network can help students to develop business leads, find new job opportunities, and increase their knowledge of other countries and cultures. Communication through speaking is a very important element. Through the use of Peer-to-Peer video conferencing, students can study new languages and to learn about cultural differences while building a global support network.