In this section, an input to the model in the form of requirements is discussed based on what have been identified in the literature which are related to problems, barriers, factors, concepts, learner characteristics, and teaching principles.
4.2.1 Problems and Barriers of E-learning
As explained in chapter two, there are several problems and barriers to e-learning. They are listed below, and are used as one input to the design of the new model. It is
used as a supporting evidence for the blended learning model under a consideration. The model takes these problems into consideration and either to eliminate or minimize their negative effects.
As we can see, these negative aspects of e-learning can be used as the driving factors in the design, development and implementation of a blended learning model.
4.2.1.1 The problems of e-learning:
As it has been indicated, those problems are related to the implementation of e- learning (in this context; pure e-learning) which has been summarized in Table 2.12, and needs to be resolved. Blended learning would be the solution. However, not just any blend, but to resolve those problems, the new model is designed and developed to eliminate or to minimize them. They have been used as an input to the design and development of the model. For example, to resolve problems number 1 and 3, the model blends face-to-face with e-learning (Internet based). In this way, there will be a direct interaction in the face-to-face setting, and through synchronous communications on the Internet. Here, the problems act as an input to the model, where they impose certain types of blend like face-to-face with e-learning (Internet) and synchronous/asynchronous communication. Summary of the inputs and imposed requirements on the model development, by the above mentioned problems, are shown in Table 4.1 below.
Table 4.1 Summary of Requirements and Inputs to Model Development and Implementation
Derived from: Input
Problems of e- learning (Table 2.12)
Provide direct interaction between instructor and learner
Provide JIT feedback and interaction in synchronous and asynchronous learning
Offer platform-independent materials Decrease cost
Provide face-to-face contact and social interaction Keep technology requirement to the minimum Keep extra preparation time demand to a minimum Make learning comfortable to learner and instructor Should be applicable to all students and courses
Simplify the exploration of all functions with minimum effort Simplify and make easy to use with minimum technical skills Improve instructor‘s skills
Balance focus on content, process and setting Barriers to E-
learning (Table 2.13)
Require minimum skills from instructor and learner Provide social interaction,
Encourage blended learning culture
Decrease time needed for preparation & for course development, Provide support for studies and technical problems
Decrease cost for students and institutions Provide simple and friendly environment Provide for smooth change in the organization Minimize the need for technical expertise Adopt and adapt to quality standards and issues Comply with the existing legal issues
Provide for measures against plagiarism Improve academic practice
Factors in
blended learning (Table 2.21)
Accommodate characteristics and teaching style Offer student-2-Student social relation
Accommodate characteristics and learning style
Offer variety of communication/ interaction methods/approaches Allow for self-paced learning and self-discipline
Engage student in more active role in learning
Simplify to decrease need for technical skills by both student and lecturer Make content available in variety of formats 24/7
Utilize online resources Offer mix of learning theories Enrich content and learning process
Provide for knowledge construction and transfer Utilize instructional technology and multimedia Provide for variety of instructional strategies Decrease cost for student and institution Allow for flexible time to learn
Allow for learner to learn at convenient time
Allow learner and instructor to interact / communicate in a flexible and convenient way 24/7
Be flexible in regards to development level (activity, course, …) Make good use of available infrastructure
Minimize the need for simple technical support,
Table 4.1, Continue
Derived from: Input
Concepts and criteria for blended
learning (Table 2.16)
Provide for interactive, creative and collaborative activities for learners Provide for live events based on ARCS model of motivation (Attention, Relevance, Confidence, and Satisfaction)
Assist learner in self-paced learning by offering learning based on Gagné nine events of instruction
Implement Clark‘s three principles on the use of multimedia Offer assessment based on Bloom‘s taxonomy
Develop small dynamic multimedia components
Utilize streaming video, rich visualization and interactivity Provide interactive learning environment
Comply with the usability attributes
Provide for consistency and smooth transition among interrelated components, and allow for redundancy among components
Pedagogy (Section 2.11.1.10.3)
The model must accommodate the different learning styles of learners. The model should be able to motivate learners.
The model should offer a mix of learning theories like behaviorism, constructivism, cognitive.
Lecturer should be able to adopt any of the theories as deemed suitable. Student should be able to follow the selected theory, as well as adopt his/her own, especially in learner-centered learning
Learner characteristics (Table 2.19)
Motivate learner Assist in learning plan
Minimize needed technical and computer skills by learner
Allow for independent study while maintaining control and provide directions
Good teaching principles (Table 2.20)
Allow for learner-lecturer interaction
Provide a cooperation environment among students Accommodate different learning styles
Make lecturer‘s tasks as easy as possible, bearing in mind the different roles of the lecturer
4.2.1.2 Barriers to E-learning
Several barriers to e-learning exist as summarized in Table 2.13. They should be eased if not eliminated. The adoption of blended learning model would help in this direction. The new blended model intends to overcome or ease such barriers. The above barriers impose several requirements/ input on the blended learning model development. Those requirements/ input are shown in Table 4.1.
4.2.2 Factors
As shown earlier in Table 2.21, Chapter two (2), several factors exist that affect the blended learning in higher education. Those factors impose several requirements/ input to the model development. They are shown in Table 4.1.
4.2.3 Concepts and Criteria for Blended Learning
The concepts and criteria shown in Table 2.16, Chapter two (2), are extracted from the literature, and are used as a foundation for the development of the new model. The model is built around, and based on those concepts and criteria in the form of an input to the model development as shown in Table 4.1.
4.2.4 Learner Characteristics
The inputs derived from the learner‘s characteristics are shown in Table 4.1. They serve as an indication of what is needed from the model to address those characteristics
4.2.5 Teaching Principles
As shown earlier in chapter 2, there are some good teaching principles that teachers should follow. These principles used here are to show how the model addresses them. This is expressed as inputs to the model development, which is shown in Table 4.1.
4.2.6 Summary of Requirements and Inputs to Model Development
Table 4.1 summarizes the requirements and inputs to the model development based on the literature review. These requirements and inputs have been derived from the respective elements, which are directly related to the blended learning model development, i.e. problems, barriers, factors, pedagogy, and learner. In addition, some other elements are also considered as guidance purposes, even though they are not directly considered as part of the proposed model, namely good teaching principles, and concepts and criteria for blended learning. These, in addition to what is found later on
Palestine, are used as a base and guidance to develop the model, and then to implement the software – Internet-based – as part of it.
The above are the requirements derived mainly from the literature, which comprises one part of the overall requirements. The second part is covered in the following section on the higher education in Palestine.