Abstract
Blended learning, a combination of the conventional physical learning in classrooms with online instructions, has become a significant approach in online teaching and learning, especially after the COVID-19 pandemic. While various schools have succeeded in this pedagogical practice, challenges have been inevitable. This chapter intends to address the significance of online and blended learning in teacher professional development and its desirable attributes. The content presented in this chapter is helpful to both pre-service and in-service teachers in the relevant professional development, as well as overcoming the myths and challenges of blended learning.
TopIntroduction
Due to increased innovations in digital technology, adoption of Information Communication technologies (ICT) has become widespread in modern education sector. This has resulted to increased uptake of online learning as a mode of education delivery. A recent survey indicates that approximately over 2,800 higher institutions of learning have adopted the online method in teaching their learners. These institutions include TTIs, colleges, universities, among other higher institutions of learning. In online learning, over 80% of content delivery is done online. Measurement and evaluation are done online in most cases. On the other hand, blended learning which is sometimes referred to as a hybrid learning has 30% of its content delivered online and less than 80% of the content delivered in face-to-face interactions. Blended and online courses redefine the role of teachers in traditional classroom in ways that alter the methods of content delivery and provides varied opportunities for the learners (Okocha, 2019; Palloff & Pratt, 2013). The emergence of online and blended learning has led to a significant shift in teaching and learning arena where different pedagogical practices are adapted to significantly contribute to effective learning (Antisdel, 2016). Instructors are expected to be trained on the use of digital technology in order to harness its usefulness within online and blended learning settings (Kaniaru, Karani, & Mirie, 2018).
Research indicates that over 6.7 million students were undertaking at least a single online course in 2011 during the fall term; this indicated an increase of 570,000 learners in the previous year who were taking at least a single online course (Smith & Brame, 2014). With inception of COVID-19, most of the countries opted for online learning rather than face to face. Kenyan universities and colleges transitioned with ease from face-to-face learning to online learning despite some of the challenges that were faced by both learners and instructors. Some of the challenges that face online and blended learning in developing nations like Kenya are connectivity issues, power outage in some areas, some of the learners and teachers are also not adequately equipped with skills to use ICT in education (Fadde, 2014; Okocha, 2019). Therefore, more training needs to be conducted for online and blended learning to be effective (Kaniaru et al., 2018).
There has been an increase of public institutions offering online academic programs from 48.9% in 2002 to 70.6% in 2012 (Allen & Seaman, 2013). Furthermore, Allen and Seaman in their research found out that most students are performing better in online and blended programs compared to face-to-face learning (Allen & Seaman, 2013). The U.S Department of Education issued a report that indicated that blended learning were more advantageous than pure online learning and that the students performed better in average compared to traditional face-to-face programs (Means et al., 2010).
Key Terms in this Chapter
eLearning systems: These are interconnected elements of digital technologies that work harmoniously to enable teaching and learning through an online platform. This entail both the software and the hardware which must be compatible to each other to enable effective communication and interactions towards providing a supportive platform for teaching and learning.
Online Learning: This means the interactions with the materials, peers, and tutors through a digital platform. The platform involves the use of Internet and some digital device that enables the online interactions.
Blended Learning: This imply combining of two or more approaches of teaching and learner where both face-to-face and online approaches are adopted in achieving the goal of teaching and learning.
Instructional approaches: This means the techniques and tools which the tutor utilize in teaching and facilitating interaction with the learners. The approaches, in the current context implies the technology-based interactions where both input and responses are passed through a digital platform.
Classroom engagement: This means classroom environment where interactions between the tutor and learners in a designated environment occurs to enable productive teaching and learning.
Teacher-Learner interactions: This is the communication involving input and response between the tutor and the learner. The communication can be in any context, either physical or online platform.
Technological challenges: These are impediments that face the incorporation and implementation of digital technology in online and blended teaching and learning settings.
Professional practices: These refers to the ethical and valued professional actions of dos and don’ts that relate to teaching and learning environment.