Background - Blended Learning Models for Teacher Education and Training Programs of Bangladesh

Blended Learning Models for Teacher Education and Training Programs of Bangladesh Open University

2. Background

BL is an educational innovation that removes drawbacks of both the conventional F2F and fully online mode (Kang & Seomun, 2018), acting as a substitute mode of learning (Syamsuddin & Jimi, 2019). A quick search on Google Scholar shows that the term BL is used for the first time in the year 2000. Early documented studies on BL include that of Garrison and Kanuka (2004) who explored the prospects, challenges and benefits of BL in higher education, forecasting that BL will the focal catalyst of higher education transformation due to its

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centred learning facilities. In 2006, Graham published a book containing details about BL. Since then, a remarkable number of studies and literature have emerged on BL. For example, there are 15800 scholarly works with the keyword “BL” in its title between the years 2000 to 2019.

BL is conceptualized in various ways; as an instructional mode in educational programs that cautiously integrates F2F learning and e-learning (Atmacasoy & Aksu, 2018; Keengwe & Kang, 2013), as hybrid learning (Abrami, 2014; Bernard, Borokhovski, Schmid, Tamim & Abrami, 2014; Moskal, Dziuban & Hartman, 2013), and an

“amalgamation of traditional learning with web-based on-line approaches” (Oliver and Trigwell, 2005, p.17). In the latter, ‘traditional learning’ refers to F2F classroom teaching-learning and ‘web-based on-line approaches’ as the application of educational technologies such as Interactive Virtual Classroom Room (IVCR), blackboard and modules run synchronously and asynchronously (Sharma, 2010).

BL however, is not simply integrating educational technologies into a course (Moskal et al., 2013) but rather a methodical combination of contexts, media, learning resources, pedagogical approaches and learning outcomes (Keengwe & Kang, 2013; Oliver & Trigwell, 2005). In sum, BL is thoroughly-planned instructional blueprint that combines online learning, F2F learning, instructional methods and media in a unified way, considering the contexts as well as learners’ access to synchronous and asynchronous learning facilities. This definition echoes that of several researchers (Keengwe & Kang, 2013; Moore et al., 2017).

2.1 Benefits and challenges of BL

Numerous studies have reported on the advantages of BL in contemporary education. For example, Medina (2018) suggests that BL increases learners’ engagement as it allows them the freedom to assemble resources from online and offline sources, and the opportunity for collaborative and self-paced learning. Moore et al. (2017) argue that BL enables learners to learn independently which enhance the rate of achieving learning outcomes compared to F2F learning (Bernard et al., 2014) and entirely online learning (Atmacasoy & Aksu, 2018; Keengwe & Kang, 2013). Besides, Atmacasoy and Aksu (2018) found that F2F part of a blended course has a positive and constructive impact on learners’ social connection while the online part ensures quick feedback, and allows for diverse resources. BL also provides learners with a pleasant, economical and flexible learning experience (Joosten, Barth, Harness & Weber, 2014) due to synchronous and asynchronous learning facilities (Keengwe & Kang, 2013). Different pedagogical approaches in BL such as collaborative learning, community learning and individual learning contribute to learner enthusiasm (Medina, 2018), transforming the teaching-learning process from teacher-centred to student-centred (Syamsuddin & Jimi, 2019).

Due to its overwhelming benefits, BL is currently gaining increased application in different areas of education, such as in pre-service teacher education where BL has been found to be more fruitful compared to traditional and online learning separately (Atmacasoy & Aksu, 2018). Positive impact of BL has also been found in teacher education (Keengwe & Kang, 2013), and nursing education (Li et al., 2019). With regard to skills, teaching listening has benefited from BL (Syamsuddin and Jimi, 2019). Higher education has also benefited from BL (Bernard et al.,2014; Ma'arop & Embi, 2016; Medina, 2018; Porter et al., 2014), as well as engineering education (Alkhatib, 2018), vocational education (Bliuc, Casey, Bachfischer, Goodyear & Ellis, 2012), executive education (Dakduk, Santalla-Banderali & Van Der Woude, 2018) and continuing medical education (Greil, Stralendorff &

Mandl, 2011).

This is not to say that BL is without challenges. Due to it being technology-based in nature (Cocquyt et al. 2019), general challenges are ICT-related, such as inadequate internet and ICT infrastructure (Yağcı, Çınarbaş & Hoş, 2016), the provision of uninterrupted technical support to learners, ensuring appropriate online resources and upgrades of latest educational technologies (Medina, 2018). Other issues are capacity-related, such as developing learners’ knowledge of online resources, staff and learners’ training on the use of online resources for self-learning (Medina, 2018), and learners’ deficient ICT resources, skills and motivation (Güler & Şahin, in Atmacasoy &

Aksu, 2018). Continuous monitoring of learner engagement and learner assessment have also proven to be a challenge (Medina, 2018). Boelens, Wever & Voet (2017) meanwhile cite four areas of challenges, comprising degree of flexibility, balancing interaction among the learners, and the instructors and learners, supporting learner’s learning process and ensuring affective domain in learning.

Successful implementation of BL will require overcoming challenges related to ICT, institutions and learners, addressed through institutional strategic action plan, which has to include implementation timeframe (Medina, 2018).

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2.1 Benefits and challenges of BL

Mandl, 2011).

2.2 BL in TETPs

The dynamic nature of the advancement of digitalization demands that nations possess human resource who have sound technical knowledge, skills and positive attitude towards technology (Guemide, Benachaiba & Bouzar, 2012). To that end, it is now commonplace to find Massive Open Online Courses (MOOCs), e-learning, and flipped learning being adopted as instructional approaches in educational programs (Atmacasoy & Aksu, 2018).

These may also include teacher education programs, which are similar to other educational programs in instructional designs and pedagogical approaches (Keengwe and Kang, 2013). Thus, to empower teachers as a change agent and ensuring they possess ICT knowledge and skills, teacher education should adopt BL (Kim et al., 2015).

Several studies have explored the benefits of adopting BL in TETPs. For the program itself, such benefits include resulting in programs that are convenient, flexible and accessible (Kocoglu, Ozek & Kesli, 2011) and having realistic applicability, such that it is now usual practice for conducting teacher education programs using BL (Hunt, 2015). In terms of capacity building, BL helps in the enhancement of teachers’ skills in using educational technologies, improved academic performance, development of positive attitude of the technologies (Atmacasoy

& Aksu, 2018), and the acquisition of sufficient knowledge and skills on pedagogy and content (Admiraal, Van Vugt, Kranenburg, Koster, Smit, Weijers & Lockhorst, 2017; Atmacasoy & Aksu, 2018). BL also provides opportunities for students and teachers to build their own learning network, and to engage in peer learning, inquiry-based learning, self-learning, and hence developing the learner as a lifelong learner (Hunt, 2015).

However, as with the use of BL in other programs, potential challenges in TETPs include lack of empirical studies which could be referred to, the issue of fine-tuning programs based on contexts, lack of acceptable conceptual framework and standards in a virtual world (Keengwe & Kang, 2013). Similarly, poor internet facility, fear and inaptness of using ICT by the teachers are also challenges reported by Atmacasoy and Aksu (2018).

Few studies have suggested ways in which BL can be implemented, such as customizations of teacher education programs according to teachers’ online and F2F learning environment as well as integrating different pedagogical approaches such as collaborative learning, fieldwork and problem-based learning (Keengwe and Kang, 2013).

Redesigning teacher education programs based on learners’ perspective is also a possibility (Hunt, 2015).

Furthermore, to meet the challenges of the lack of acceptable conceptual framework and standards, suggestions for implementation include integrating ICT in the teacher education curriculum (Atmacasoy & Aksu, 2018) and using standard rubric (Moore et al., 2017). These suggestions can contribute as guidelines for implementing BL in TETPs.

2.3 BL in Bangladesh’s TETPs

Studies show that BL is utilized in the TETPs in various countries, some of which share contexts similar to Bangladesh, such as Turkey (see Keengwe & Kang, 2013), Egypt (see El-Deghaidy & Nouby, 2008), Algeria (see Guemide et al., 2012) and Ukraine (see Byrka, 2017). To date, none of Bangladesh’s 216 institutes and 5 universities that conduct TETPs adopt BL (Bangladesh University Grants Commission of Bangladesh, 2017).

Although Bangladesh has already acknowledged the need for using ICT in education and has made ICT courses compulsory for all education levels, its TETPs still run on the F2F mode (Khan, 2014). ICT-related courses in teacher education curricula of Bangladesh (Akhter & Alam, 2016; Parvin, 2017; Pillay et al., 2017) include ICT in Education Paper I, II and III, Fundamental Skills of Computer, Teaching ICT Paper I and II (Bangladesh.

Ministry of Education, 2016). However, preparing teachers to be adequately skilled to use ICT in teaching-learning, teacher education should be conducted through BL in addition to the inclusion of the ICT courses (Atmacasoy & Aksu, 2018). In addition, Bangladesh needs to redesign its teacher training programs to cater for the large number of untrained teachers across the country (Hansson et al., 2018) in a relatively shorter time compared to the conventional F2F mode. The use of BL will assist in providing the required training and will benefit the teachers in its extensiveness, cost and time effectiveness, opportunities for peer as well as collaborative learning, making BL an attractive and practical solution.

Latest statistics suggest that Bangladesh is progressing well in terms of ICT infrastructure and resources, and access to the internet. At present 97 percent of the country is covered by mobile network, with mobile subscribers tallying at 151 million (nearly 92% of the total population) and internet users at 87.7 million (nearly 53% of total population). 20 million (nearly 12% of total population) Bangladeshis have access to Smartphones, and 4G technology. In addition, the Government of Bangladesh has provided broadband internet in some rural areas, reduced bandwidth price and average bandwidth speed of 1200 GBPS. Bangladesh has also recently launched its satellite named ‘Bangabandhu Satellite-1’ (Bangladesh. Bangladesh Telecommunication Regulatory Commission, 2019).

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In addition to its commitment to ICT access and infrastructure, the Bangladeshi government has drawn up a master plan and projects with the aim of producing skilled human resource and digitalizing the education system (Bangladesh. Ministry of Education, 2016). Examples include the higher education quality enhancement project, college education development project, teaching quality improvement project and access to information program (a2i) (Akhter & Alam, 2016). 38331 Multimedia Classrooms (MMC), which are technology-enabled with internet facility, have been set up across the country with A2i providing the country’s first online educational resources sharing portal (teachers.gov.bd) called “Shikkhok Batayon” (Hansson et al., 2018). As of December 6, 2019, the portal has 396212 members and 243263 digital contents (“Shikkhok Batayon”, n.d.). A2i has also introduced short term fully online-based teacher training course called “Basic Teacher Training Course” through their own LMS called “Muktopaath” (“Muktopaath”, n.d.).

However, there is limited study regarding TETPs through BL in Bangladesh, and certainly none from BOU perspective. In order to propose models for BL implementation, we explore case studies on BL in other parts of the world.

In document Danish University Colleges A User-centred Approach to Redesigning Teaching and Learning with ICT in Samtse College of Education, Bhutan Kinley, Mr; Georgsen, Marianne; Zander, Pär-Ola (Sider 32-35)