According to UNESCO, the 2030 agenda for sustainable development goal on education is focused on ensuring that no one is left behind, “to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all”.[1] Each child deserves to receive an education specific to his/her own learning needs.
The traditional method of teaching and learning in the classroom in school, has been plagued by a multitude of problems. Large class size; slim possibility of individual attention (unless it is to control disruptive behaviour!); diversity amongst children – in language abilities, learning styles, motivation and possibly socio-economic status. Yet, we all have fond memories of the classroom; face-to-face interaction with our favourite teachers and collaborative work with best friends. The need for human interaction and exchange of feelings and thoughts has never been appreciated more than in the recent times, during the Covid-19 pandemic. Therefore, the value of transmission through a teacher in a classroom can by no means be undervalued. Some of our school teachers have been role models and mentors, inspiring us to take our chosen career paths and guiding us in decision-making post-schooling as well!
Blended learning, as the name suggests has been broadly used by researchers and scholars, as an amalgamation of traditional face-to-face learning systems and distributed learning systems (distributed communication and interaction)[2], which can extend learning beyond the classroom. It stresses on the role of computer-based technologies in blended learning.[3] Clearly the concept emerged from the changes in the technological landscape; inadequacy of relying solely on face-to-face transmission through a teacher in the classroom and information explosion – its increased availability and diverse tools for its dissemination.
Empowering Students
Prejudices and biases are common to all walks of life and unfortunately, this has been the case in the school environment as well. This leaves a deep impression on a child’s mind, impacting their learning and performance. An over-dependence on a single source, a teacher in a classroom, can be in the extreme case, suffocating for the child, who is unable to strike a chord with the teacher. Alternative sources of learning offer a welcome relief and several unparalleled advantages for children these days. Technology is making them autonomous learners at a pace that neither they, nor parents and teachers can grasp. It is empowering them in unimaginable ways.
Most children will continue to attend school and learn through face-to-face transmission. Progressive schools, may choose to blend this with online learning, where learning activities (prior to actual class time) may be shared; making classroom engagement more productive and learner-centric.
Alternatively, parents may choose to opt for interesting ways to introduce science into their children’s life, through informal means – science fraternities/clubs or online science education platforms. A predominant implication of the information age is not just ready availability of information for children but that a student is “highly informed”. He/she believes they must receive authentic knowledge from the most credible and trusted source. The portal of a school is no more the only custodian of that knowledge. Today, teachers are available in other forms as well such as online resources and technology interfaces. Students have an opportunity to witness content, delivery and the potential of varied experiences to augment one’s learning. What’s more – they can compare the efficacy of the different sources of this knowledge. Such an opportunity, and if we may say, the boldness to question the validity of what they are being taught, may have not arisen with such intensity in the era gone-by.
It is undoubtedly a sign of a scientific temperament – questioning something for its validity. But it has also been possible because of technology and the World Wide Web. We increasingly see a shift away from – “the responsibility of education lies on shoulders of teachers in school”. Through frequent and dexterous use of smartphones, e-readers, touchscreen tablet PCs, laptops, VR and AR sets with video games, children are accustomed to use of technology and it can neatly be summed up as the need of the age. They need to be abreast with technology to be in sync with the world trends – for their present needs and to meet their future aspirations.
In such an environment of complexity – where the combined forces of – technology, student attitudes and proliferation of information are acting on the field of education, it is but natural that a concept such as “blended learning” should emerge.
What is Blended Learning?
It can be seen as a) combining instruction modes (delivery media) or b) combining instructional methods or c) combining online and face-to-face instruction[4]. Most often, it is seen as “the thoughtful integration of classroom face-to-face learning experiences with online learning experiences”[5].
Based on a learner-centric approach and based on the fact that the term used is “Blended Learning” and not “Blended Teaching”; we believe “customized learning that can be tailored to meet an individual child’s needs” should be the goal of blended learning.
This would be mean taking the best practices witnessed in classroom instruction and combining it with the most efficacious online delivery systems, technology, learning materials, activities and learning theories that would serve an individual student’s purpose. All these would be a blend of classroom teaching-learning combined with learning outside of the classroom, as we are already acquainted with the fact that a classroom can’t meet all our learning needs.
“The pedagogical goal of blended learning is to combine social opportunities of a physical classroom with technologically enhanced active learning in an online environment”.[6] To the above we add a third dimension, active learning in a social context – a) In a classroom, if the school administers such a programme or b) In an “out of classroom/school” environment.
Blended Learning and Science
The scientific mode of thinking entails concrete experience, reflective observation, abstract conceptualization and active experimentation. We experience, make observations, construct a theory/concept and test it; this process occurs as a cycle, ensuring continuous learning. All 4 aspects are equally important to aid scientific inquiry. While all of these 4 modes happen in all contexts, we see that maximum amount of abstract conceptualization (and to some degree active experimentation) is witnessed in the classroom and school laboratory. Similarly maximum opportunities for “science related observations, reflections and active experimentation” can happen at home or in an informal science learning environment. Can we achieve a blend of these 2 to complete our cycle of learning science? The advantage goes beyond only having an opportunity to complete the cycle, it is also about getting multiple opportunities (in diverse contexts) to reinforce our learning in each of these areas of scientific inquiry. We know well enough that reinforcement is a powerful tool in learning.
The Value of Blending
Experiential Learning (EL) has been touted as one of the best possible ways to learn science and nothing has enabled EL, in recent times, as much as the advances in technology. In EL, concrete experiences are the foundation for scientific inquiry. This is enabled through human interaction and having “experiences in the real world”. But with the rapid advances in technology, not only has human interaction been made possible synchronously (live) through online classes and discussion groups; but experiences can be re-created on a Reality-Virtual (R-V) Continuum[7]. Artificial and fully computer-generated Virtual Reality environments would be at one end of the spectrum and on the other end is reality as we know it. So, you can choose to have “Concrete Experiences” in either of these scenarios or somewhere in between (Augmented Reality and Augmented Virtuality – referred to as Mixed Reality).[8] The “immersive experience” replicates what we experience in the real world and several hurdles that we may face; say inaccessibility (such as to visit remote eco-systems or even understanding the human biological system); can be eliminated.
For teachers and mentors, who wonder how efficacious this is; there is Puentadura’s “Substitution, Augmentation, Modification and Redefinition” scale; which helps understand what impact technology is making on the teaching-learning process.[9] A learning task can be done without technology (T), it may be substituted by T, it may be augmented by T, it may be modified by T or finally redefined by T. Obviously, its impact is highest if it modifies or re-defines the learning task.[10] Technology should not just be a source of novelty or entertainment, but should enable learning more than would have been possible without it.
Several studies on Blended Learning suggest a rotational model[11] – Can we blend “P” minutes of teacher instruction; “X” minutes of task with equipment and “Y” minutes of immersive experience (using technology) to provide experience and “Z” minutes of teacher-led discussions. We can clearly see all elements of Experiential Learning being covered here: concrete experience, reflective observation, abstract conceptualization; active experimentation. Groups of students can be rotated across each of these sections. One can easily discern that such a blending of activities and modes of delivery readily caters to diverse learning styles – no child will be left behind!
A wide variety of research and real-world applications, have also shown the efficacy of using technology (and assistive technology such as speech-to-text and text-to-speech apps) for children with certain sensory impairments; challenges in physical mobility or those with diverse learning needs such as Attention Deficit Hyperactivity Disorder, Autism and others.[12] This makes the case for Blended Learning very strong.
The Ideal Scenario
The onus is on the parents, to evaluate the gaps in a child’s science learning. A parent, with informed inputs from the child, can tailor a curriculum for the child. Counselling or educative sessions with mentors or experts in the field can be particularly useful. Questions to be asked are: a) Where does my child stand currently in his understanding of science? b) What opportunities can the school provide to enable learning science, c) What opportunities can the family provide to enable learning science, d) How do we fill gaps in learning? For all of these questions, the template continues to be “Science Learning implies” – engaging in concrete experience, reflective observation, abstract conceptualization and active experimentation.
- Does the child have enough opportunities for concrete experiences in the area of science?
- How deep are his observations and does he reflect on those observations? Does he engage in critical thinking and ask questions?
- Does he understand the concepts taught in school?
- Is his understanding reinforced through active experimentation? Is school laboratory work sufficient?
- What is his learning style? Prefers reading; discussions or hands-on work? How do I develop all his faculties?
- What learning programmes or activities should I tick mark for him to aid a fuller understanding of science?
Online Education in India – Some facts
India is getting better in internet connectivity; with this development, people living in non-metropolitan/non-urban areas have better access to science education than ever before. Internet penetration stood at nearly 50% suggesting tremendous opportunities for online-delivery of learning content. A KPMG report reveals that “online primary and secondary supplemental education is expected to be the dominant category in online courses.”[13] This category is to supplement school learning. Interestingly, students are looking at deeper understanding of topics and the focus is not only examinations and the demand from Tier-2 and Tier-3 cities is likely to be a driver of growth in this category. Nearly 86% of higher secondary level students opting for online education are from the science stream.
Blended Learning for Now and the Future
The most persuasive arguments for Blended Learning have been: Easy accessibility to knowledge and flexibility in learning. For example, if we take the case of online education – Information is available online to paid users. Information can be downloaded, if need be and digested at one’s own pace. There may be experts or mentors available to guide us. If we take the case of a science club or online science education platform, there may be opportunities to combine classroom instruction, with online resources and off-line learning activities (for the benefit of a human touchpoint and interaction). This blending offers an unprecedented level of pedagogical richness which was unavailable to us thus far. Common knowledge also tells us, there is great cost-effectiveness when content can be accessed online vis-à-vis others modes of access. Further, physical distance between the student and teacher/mentor may in the future become a factor of minimal consequence (at least for some part of our learning), with the possibilities that technology offers. In fact, some may argue, I am much further away from my teacher in a classroom, as my mind is elsewhere! So, should distance be seen as a physical space construct or mental construct? We would also appreciate the argument that, teaching in person is truly made credible and authenticated through reinforcement. Using other resources, materials and sources of learning; makes our conceptual understanding clearer and enables deep learning.
The one development that we can be sure of, is the advances in technology and as a result Blended Learning can only take on new forms and shapes. It is here to stay and finds a firm place in the educational firmament simply because it places the child at the centre of all educational efforts!
[1] Unesco.org/en/education/education2030-sdg4
[2] C.J.Bonk & C.R.Graham, Handbook of Blended Learning: Global Perspectives, Local Designs, 2004. Chapter:
Definition, Current Trends and Future Directions.
[3] ibid
[4] C.J.Bonk & Graham, Handbook of Blended Learning: Global Perspectives, Local Designs, 2004. Chapter:
Definition, Current Trends and Future Directions.
[5] D.R.Garrison & H Kanuka, Blended Learning: Uncovering its Transformative Potential in Higher Education,
2004
[6] Powell at all, 2015 cited in A. Kundu, T. Bej and K.N.Dey, Time to Achieve: Implementing Blended Learning
Routines in an Indian Elementary Classroom, 2021
[7] P. Milgram, H.Takemura, A.Utsumi, et al, Augmented Reality: A Class of displays on the real-virtuality
continuum, 1994
[8] A.G.Fegely, H.N.Hagan, G.H.Warriner III, A Practitioner Framework for Blended Learning Classroom Inquiry-
Based Virtual-Reality Lessons, 2020
[9] R.R.Puentadura, Intro to Advanced Practice, 2010 cited in A.G.Fegely, H.N.Hagan, G.H.Warriner III, A
Practitioner Framework for Blended Learning Classroom Inquiry-Based Virtual-Reality Lessons, 2020
[10] Ibid – footnote 8
[11] Ibid – footnote 8 and A. Kundu, T. Bej and K.N.Dey, Time to Achieve: Implementing Blended Learning
Routines in an Indian Elementary Classroom, 2021
[12] J. Quintero, S. Baldiris, R. Rubira, J. Ceron and G. Velez, Augmented Reality in Educational Inclusion. A
Systematic Review on the Last Decade, 2019
[13] Online Education in India: 2021; A Study by KPMG in India and Google, 2017
