As Singapore moves towards an endemic COVID-19 situation, the education landscape has seen schools re-opening and students returning to physical classrooms. There has been much talk since then about the progress made in online learning and the implementation of blended learning in schools. Blended learning has thus become the buzzword in education today. The guest editor of this issue of SingTeach, Dr Uma Natarajan, shares with us more about this teaching approach.

According to Uma, who is Research Manager at the Centre for Research in Pedagogy and Practice, Office of Education Research at NIE, the term “blended learning” in education was originally used to describe the combination of different instructional methods, pedagogical approaches or technologies. Over the years, however, the definition has evolved to refer to a type of learning that deliberately integrates online learning and traditional face-to-face instruction.

She shares that one of the common features of blended learning found in many classrooms today is the combination of the teaching and learning experience in which students are able to view and learn content prior to a classroom face-to-face session.

“The availability of educational technologies has allowed for content to become preparatory work prior to traditional classroom settings,” she explains. “Classroom time can then be utilized for students to collaborate in groups, problem solve or work independently to arrive at solutions.”

Cultivating Independent Learning

More than a year on since the pandemic, regular home-based learning (HBL) days has been implemented in local schools as part of the blended learning framework. A unique aspect of HBL days is that it is less structured than a normal day in a classroom, thus giving students the opportunity to learn how to balance curriculum expectations while pursuing their own interests that may extend beyond the curriculum.

“An important element of blended learning is that it nurtures the skills of self-directed learning. With less of content teaching from teachers, students can learn to be independent, take control over their learning and develop self-regulation skills,” Uma comments.

The traditional classroom setting ensures that learners can be socially engaged with their peers, whether in group or one-to-one interactions. She notes that blended learning can potentially offer the best of both worlds: students can study independently online while being able to develop their soft skills offline.

Technology Readiness of Teachers

For blended learning to be successful, it is important that teachers are proficient in using and integrating information and communications technology (ICT) in their teaching practice. “One of the keys to an effective blended-learning programme is teacher development,” Uma emphasizes.

She stresses the need for teachers to be trained in the areas of designing, planning and implementing blended learning courses, pointing out that schools play a crucial role in providing the necessary infrastructure, support and professional development training to teachers.

She also highlights another area that teachers should be skilled at – managing students who frequently get distracted when they are connected online. “There are times when students would get off track wandering in online spaces or by using social media. Although teachers may not have much control over this, they need to know how to guide their students on self-regulating and building effective time management skills,” she advises.

Closing the Equity Gap

Blended learning also offers the opportunity for students to develop their competency in using technology tools. However, Uma brings up the fact that it should not be taken for granted that students who are familiar with using technology for communication and entertainment purposes will also be able to use technology for academic purposes. There are learners, adds Uma, who lack basic digital skills such as the ability to navigate different e-learning platforms and devices.

“With COVID-19 exposing and amplifying the social inequalities that exist in society, it is essential for schools and teachers to keep a lookout for those with a lack of access to the Internet and digital devices such as laptops. It may be harder, though, to address other inequities such as a conducive home environment, a dedicated learning space as well as a student’s emotional well-being at home,” she remarks.

However, she is heartened to see that steps have been taken to mitigate any learning loss that students may experience. For instance, the Ministry of Education and schools have provided access to learning devices and Internet dongles for many needy students. Those who are high-needs, require closer supervision and lack a conducive home environment are also allowed to return to school on HBL days.

Blended Learning as the New Normal

Reflecting on the pandemic, Uma shares, “The pandemic crisis has created an opportunity for education administrators to create new solutions or innovate the traditional modes of schooling. The big leap in digital technology has given us a multitude of ideas on how we can enhance learning environments.”

The future will see educational technologies playing a bigger role in transforming classrooms into places where knowledge is created collaboratively between teachers and students, and where higher-order skills such as problem-solving, communication and collaboration are nurtured in students.

“Singapore has adapted quickly, and is ready to learn and re-learn,” she adds. She mentions how the education fraternity has been quick to embrace new ICT tools such learning analytics, which can facilitate the tracking of students’ learning outcomes, and artificial intelligence, which can help create a personalized form of learning experience based on each student’s needs, interests and capacities.

Nonetheless, there are some things which will stay the same – teachers, whiteboards, pen and paper, and physical spaces will continue to be part of the schooling experience.

“As people, technology and space are brought together in innovative ways, blended learning will continue to evolve. What is clear is that blended learning and HBL will afford continuous learning and they are certainly options we can consider as we prepare to face more threats and crises in a complex world,” Uma concludes.