Contributed by Dr Yeo Leng Leng, a Chinese Language teacher at the School of Science and Technology, Singapore, for SingTeach Virtual Staff Lounge

The unprecedented challenges posed by the COVID-19 pandemic and the current endemicity have led us educators to re-evaluate our teaching methods and necessitated the paradigm shift to the hybridization of school- and home-based practises, commonly referred to as “blended learning”. In this essay, I reflect on having to adapt to blended learning models and share how that has impacted my teaching practices.

Singapore’s “Blended Learning” During the Pandemic

With the nation’s transition to COVID-19 endemicity, blended learning models have become more commonplace in schools and educational institutions. When we first experienced home-based learning in April 2020, my classroom became a Google classroom, students’ attendance were taken through Google Meet, and students as well as teachers collaborated on Google Workspace.

With blended learning being a key feature of the schooling experience for developing self-directed and life-long learners, it came as no surprise to me when I was tasked to plan a unit from a Secondary One Chinese Language textbook, and had to carry out the blended learning activity in even weeks for Term 2 of 2021.

Designing Blended Learning for Higher Chinese Language Lesson  

Apart from the short time frame, another challenge that I faced was the implementation of a revised mother tongue language syllabus starting from the Secondary One cohort. It called for greater integration of ICT for interactive and customized lessons, as well as the emphasis on digital resources, fostering collaboration, and enriching learning experiences. Hence, there was a need to manage the content, pedagogy and technology when designing such lessons.

In one of the lessons, although the students were not able to visit the museum, they were able to go on a virtual learning journey and learn art appreciation through the Student Learning Space (SLS). When I had to teach this unit again in 2023 but to Higher Chinese Language learners, the experience of blended learning during the pandemic made me reflect and refine the design process according to an odd week plan (see Figure 1).

Figure 1. The Design Process for Home-Based Learning Activities

In terms of knowledge, I created a video on Edpuzzle to guide the Higher Chinese Language students in understanding the content. I also monitored their home-based learning (HBL) based on their responses on Edpuzzle and clarified their questions in class.

On the language skills, students were required to learn how to provide numbers and use examples to elaborate a point. The resources found on the SLS have been useful for me in guiding and deepening their understanding in class. Students were also tasked to complete assignments on SLS to see if they were able to apply what they have learnt during their HBL. In class, I tried to assess and engage them with designed online game activities.

The next step was to get the students to form groups of three, to design a three-day itinerary – a task that was stated in the textbook. They had to extend their learning, and each group had to discuss and decide on their respective research areas. In their collaborative efforts, they had to design a brochure for the three-day itinerary and prepare for a gallery walk presentation. Finally, they reflected on their learning and shared their opinions on the areas they could possibly explore in the future.

Students’ Voices

Based on their reflections, students understood the requirement of the language skills in this unit and were able to apply what they have learnt. In other words, they understood the concepts but needed to work on their sentence construction and build up their vocabulary. Most of them expressed challenges with collaborating with one another and time management. Some students found it difficult to find a common time slot during their HBL day for discussions, hence they had to make use of their break time in school. One student pointed out that he had to request his mother to cancel his after-school lesson in order to complete his work with his teammates, while another commented that the other teammates had different things to do and hence, it was difficult to meet on the HBL day.

Despite the challenges, some had expressed their interest to further explore topics such as animals and the Olympic Games, as well as the history of fast-food restaurants in Singapore. In view of this, students were tasked to select their own areas of research interest for their HBL in Term 3 and share their findings with their peers.  

Students were also very engaged during the gallery walk. The gallery walk was divided into two sessions. In the first session, students took turns to present to their peers and in the second session, they had to switch roles. At the beginning of the first session, the voice level was low and gradually became louder as they gained more confidence and comfortability. As one student said, “I felt shy and scared, but it was ok after a while” while another student said, “I could try presenting to the class in Chinese.” Given the dominance of English in Singapore, there is a need to create more opportunities for students to use Chinese and boost their confidence. Most of the students expressed the fun of being able to walk around and listen to the presentation from other groups and learn from them.

Closing Thoughts

The blended learning model highlighted during the pandemic and the current endemicity certainly had an impact on my teaching, and this was exemplified in my Higher Chinese Language lesson. I had taken the approach of incorporating digital tools, collaborative projects, and interactive platforms to enhance student learning experiences. The challenges faced by students, such as issues with collaboration and time management, provide valuable insights for ongoing improvement. However, getting parental support to help the child learn during HBL days is important too. Finally, the gallery walk session also reinforced the need for continuing efforts to create opportunities for students’ language use in Chinese.

This essay reflects my positive attitude towards an educational paradigm shift and the call for flexibility and adaptability as an educator. While the COVID-19 pandemic and the ensuing endemicity have necessitated the adoption of the blended learning model, an educator’s response should be more than just reacting to the challenges that arise; we should also focus on teaching in innovative ways that puts our students at the heart of education.