Yılmaz, Ö., & Malone, K. L. (2020).

Preservice teachers perceptions about the use of blended learning in

a science education methods course. Smart Learning Environments, 7(1), 1-21.

https://slejournal.springeropen.com/articles/10.1186/s40561-020-00126-7
Current state of blended learning
There are numerous definitions used for blended learning (BL) environments
in research (Graham, 2017). This paper is closely aligned with the idea that BL
is a learning environment consisting of the planned usage of both face-to-face
and online teaching environments in a pedagogically sound manner to allow
for more active science learning during face to face class sessions
(Picciano, 2009; Stein & Graham, 2014). Thus, in the context of this study BL
was considered a pedagogy that makes use of the best attributes of each
learning environment to promote the learning of science.

Many schools today face similar problems and challenges. All stakeholders
should work together to provide training opportunities for learners to prepare
them for the future (OECD, 2006). Access to students and teachers in learning
material and technology is an important issue worldwide. In this respect, they
need culturally appropriate learning materials and technologies. For this new
approach, which is thought to have an important potential for improving
student learning by people who do research and practice in the field of
blended learning, it is thought that it would be more appropriate to
collaborate and develop universally. For this purpose, it is important to carry
out detailed studies for each region to obtain specific information about the
regional problems and specific solutions for each region, as well as to make
transitions between different contexts. BL applications in different parts of the
world develop various perspectives on common BL problems that can be
applied and adapted to various contexts. Thus, more efficient improvements
and better educational opportunities will be provided for students all over the
world (Spring, Graham, & Hadlock, 2016). Although there is a wide variation
of BL applications worldwide, there are also strategic similarities. Graham
(2006), stated that BL can be evaluated in three categories: (1) enabling
blends (i.e., focus on addressing issues of access and convenience), (2)
enhancing blends, and (3) transforming blends (i.e., blends that allow for a
radical transformation of the pedagogy).
https://scholarworks.waldenu.edu/cgi/viewcontent.cgi?article=6094&context=dissertations

Somera, S. L. (2018). Educator Experiences Transitioning to a Blended Learning Environment in K-6

Public.

This study’s findings showed that teachers perceived a need for more guidance and support during the
transition to implementing a blended learning environment. More specifically, the findings affirmed that
teachers needed support defining blended learning 72 and curating educational resources. The project
consisted of an online, self-paced professional development program that will increase teacher
awareness of blended learning models, teaching strategies, learning environments, and curated open
education resources.

Further, the study of Qasem and

Viswanathappa (2016) entail a
positive perception of teachers with
the
notion of ICT integration using
blended learning instruction. With the
rapid development of technology-
based teaching delivery, it can be
argued that the findings of the study
showed teachers’ satisfaction in
terms of experiencing professional
development training through blended
learning approach. In the
context of virtual classroom, learners
have the opportunity to access the
learning materials regardless
of time and space. Thus, the literature
discusses that teachers and students
are being mediated with
ICT through the notion of blended-
based instruction. This implies that
teachers and students, in blended
learning, are both part of the virtual
classroom irrespective of geographical
separation (Lalima &
Dangwal, 2017) and face-to-face
classroom meeting.
Similarly, a study conducted by
Holmes and Prieto-Rodriguez (2018)
where mix research method was
employed to examine the perceptions
of academic staff and students on
various Learning Management
System (LMS) in terms of
effectiveness in teaching and learning,
and the affordances it can bring, such
as accessibility and interactivity.
Findings revealed that the most
effective element of LMS in course
learning for teachers are: access to
course materials; recorded face-to-face
lectures; course blogs or
wikis; and online discussion. These
mean that the results for LMS
effectives in terms of accessibility in
teaching and learning revealed a
statistically different response for
academic staff and students.
However, there is no significant
difference in relation to LMS
interactivity
Further, the study of Qasem and
Viswanathappa (2016) entail a
positive perception of teachers with
the
notion of ICT integration using
blended learning instruction. With the
rapid development of technology-
based teaching delivery, it can be
argued that the findings of the study
showed teachers’ satisfaction in
terms of experiencing professional
development training through blended
learning approach. In the
context of virtual classroom, learners
have the opportunity to access the
learning materials regardless
of time and space. Thus, the literature
discusses that teachers and students
are being mediated with
ICT through the notion of blended-
based instruction. This implies that
teachers and students, in blended
learning, are both part of the virtual
classroom irrespective of geographical
separation (Lalima &
Dangwal, 2017) and face-to-face
classroom meeting.
Similarly, a study conducted by
Holmes and Prieto-Rodriguez (2018)
where mix research method was
employed to examine the perceptions
of academic staff and students on
various Learning Management
System (LMS) in terms of
effectiveness in teaching and learning,
and the affordances it can bring, such
as accessibility and interactivity.
Findings revealed that the most
effective element of LMS in course
learning for teachers are: access to
course materials; recorded face-to-face
lectures; course blogs or
wikis; and online discussion. These
mean that the results for LMS
effectives in terms of accessibility in
teaching and learning revealed a
statistically different response for
academic staff and students.
However, there is no significant
difference in relation to LMS
interactivity
Further, the study of Qasem and Viswanathappa (2016) entail a positive perception of teachers with the
notion of ICT integration using blended learning instruction. With the rapid development of technology-
based teaching delivery, it can be argued that the findings of the study showed teachers’ satisfaction in
terms of experiencing professional development training through blended learning approach. In the
context of virtual classroom, learners have the opportunity to access the learning materials regardless of
time and space. Thus, the literature discusses that teachers and students are being mediated with ICT
through the notion of blended-based instruction. This implies that teachers and students, in blended
learning, are both part of the virtual classroom irrespective of geographical separation (Lalima &
Dangwal, 2017) and face-to-face classroom meeting. Similarly, a study conducted by Holmes and Prieto-
Rodriguez (2018) where mix research method was employed to examine the perceptions of academic
staff and students on various Learning Management System (LMS) in terms of effectiveness in teaching
and learning, and the affordances it can bring, such as accessibility and interactivity. Findings revealed
that the most effective element of LMS in course learning for teachers are: access to course materials;
recorded face-to-face lectures; course blogs or wikis; and online discussion. These mean that the results
for LMS effectives in terms of accessibility in teaching and learning revealed a statistically different
response for academic staff and students. However, there is no significant difference in relation to LMS
interactivity
https://www.researchgate.net/publication/347885055_Learning_from_the_problems_and_challenges_i
n_blended_learning_Basis_for_faculty_development_and_program_enhancement

Alvarez Jr, A. V. (2020). Learning from the Problems and Challenges in Blended Learning: Basis for
Faculty Development and Program Enhancement. Asian Journal of Distance Education, 15(2), 112-132.

Challenges of blended learning

In terms of the challenges on the use
of blended learning (Albiladi &
Alshareef, 2019; Bataineh &
Mayyas, 2017; Crawford & Jenkins,
2017; Medina, 2018; Shand &
Farrelly, 2018), studies have shown
that not all faculty members are
inclined towards blended-based
instruction (Benson et al., 2011).
Some
still considered the use of ICT as
“time-consuming” (Benson et al.,
2011, p.148). For example, it was
revealed that preparations for lecture
or teaching materials design and
development on web-based
platform require more time than face-
to-face interaction. Some believe that
the use of hybrid approach
is more rigorous when it comes to
teaching and learning preparations.
This explains the idea presented
by Ma'arop and Embi (2016) where
they described blended learning as a
burden, both physically and
cognitively. Meaning, educators see
the need to spend more time like
designing the course platform,
uploading of instructional materials,
answering queries and evaluating
students’ online outputs. Thus, it
increases their workload, such as the
time required (Alebaikan & Troudi,
2010).
Challenges of blended learning

In terms of the challenges on the use of blended learning (Albiladi & Alshareef, 2019; Bataineh &
Mayyas, 2017; Crawford & Jenkins, 2017; Medina, 2018; Shand & Farrelly, 2018), studies have shown
that not all faculty members are inclined towards blended-based instruction (Benson et al., 2011). Some
still considered the use of ICT as “time-consuming” (Benson et al., 2011, p.148). For example, it was
revealed that preparations for lecture or teaching materials design and development on web-based
platform require more time than face-to-face interaction. Some believe that the use of hybrid approach
is more rigorous when it comes to teaching and learning preparations. This explains the idea presented
by Ma'arop and Embi (2016) where they described blended learning as a burden, both physically and
cognitively. Meaning, educators see the need to spend more time like designing the course platform,
uploading of instructional materials, answering queries and evaluating students’ online outputs. Thus, it
increases their workload, such as the time required (Alebaikan & Troudi, 2010).

This posits that in blended learning

environment, teachers should have at
least the required knowledge
and skills to mix the right blending in
teaching and learning process. As
such, the use of technology
Asian Journal of Distance Education
Surname, N. & Surname, N.

116
tools should best meet the needs of the
learners while ensuring the
appropriateness of right blended
learning nature of the course (e.g.,
Bralić & Divjak, 2018; Chaeruman,
Wibawa, & Syahrial, 2018;
Greller, Santally, Boojhawon,
Rajabalee & Kevin, 2017; Lee, Lim, &
Kim, 2017). However, these lack of
technological capabilities of some
faculty members (e.g., Bowyer &
Chambers, 2017; Krasnova &
Shurygin, 2019; Ma'arop & Embi,
2016) affect students’ way of
discovering learning. Hence, it also
results to some academicians having
adverse attitude towards blended-
based approach.
This posits that in blended learning environment, teachers should have at least the required knowledge
and skills to mix the right blending in teaching and learning process. As such, the use of technology

Asian Journal of Distance Education Surname, N. & Surname, N. 116 tools should best meet the needs
of the learners while ensuring the appropriateness of right blended learning nature of the course (e.g.,
Bralić & Divjak, 2018; Chaeruman, Wibawa, & Syahrial, 2018; Greller, Santally, Boojhawon, Rajabalee &
Kevin, 2017; Lee, Lim, & Kim, 2017). However, these lack of technological capabilities of some faculty
members (e.g., Bowyer & Chambers, 2017; Krasnova & Shurygin, 2019; Ma'arop & Embi, 2016) affect
students’ way of discovering learning. Hence, it also results to some academicians having adverse
attitude towards blended-based approach.

What are the teaching/learning problem(s) we are trying to solve with blended learning?

Based on the previous research, blended learning achievements can exert the greatest impact on
enhancing environmental education for students’ learning goals (Kaur, 2013; Mazloumiyan et.al, 2012;
and Okaz, 2015). Subsequently, Wildavsky (in Wena, 2014: 2014) revealed the main weakness of E-
learning, namely the lack of face-to -face iteraction between teachers and students. Another research
conducted by Menon (2019) set up the online platform for the supplementary role of blended learning.
Potential online learning merely focuses on classroom management such as materials design, curriculum
and teacher development. Thus, the central interest developed in the students’ attitudes is affected by
the applied blended learning.

For this reason, the researcher studied whether attitudinal factors in blended learning increases or
decreases EFL students’ motivations. However, applying face-to-face or traditional learning is also very
important. The advances in technology are so extensive that teachers must learn to use them in order to
maintain students’ attention. Thus, the research aims to [1] compare blended learning and traditional
learning, [2] the quantity of blended learning for environmental education, and [3] recognize the role of
blended learning seen from the attitude conception that is constructed by the teacher’s perception.
Constructivism
Constructivist theory, according to Greene (2013), emphasizes that the most significant tool we
use when we learn is language. In a traditional classroom, of course, this theory helps us
understand why students don’t tend to learn very well when they must sit silently and listen to an
hour-long, uninterrupted lecture from a professor. Most people don’t learn very much in such a
format, unless they are auditory learners with excellent memorization skills. But most students
don’t fit that profile, and even those who do can benefit from opportunities to discuss new ideas
with learning partners. The best classroom teachers know how to structure lessons that provide
opportunities for partner and small-group discussions, while at the same time un-structuring
assignments, so students play a more constructive role in creating their own meanings while they
learn. In a blended learning environment, however, this can be a significant challenge. How can I
have an enriching conversation with a remote learning partner when I don’t even know what she
looks like?

I know skeptics worry that students in blended learning programs spend most of their time receiving first-
time instruction from online lessons, instead of credentialed teachers. But this criticism is based on a
flawed assumption that a teacher can effectively instruct 30 or more individual students in a way that
socially engages all of them, and maintains the learning within all of their individual zones of proximal
development, simultaneously. Classrooms no longer have to be structured in this way! By thoughtfully
implementing constructivist principles via blended learning, teachers may be able to restructure their day
so they spend most of their time interacting with individual students and/or small groups. This is an
exciting possibility, especially for students who have difficulty succeeding in the traditional, lecture-
based classroom. Educators who work in traditional K-12 districts should study blended learning
programs that have demonstrated recent success, and implement some of their constructivist techniques in
their own classrooms.

One of the harshest criticisms of

Blended Learning
is that it focuses on the teacher for
creating the
knowledge, rather than on the
student [7]. To
overcome this drawback,
Constructivism theory may
applied in Blended Learning
environment, which
increases students’ interactivity and
focuses on the
student to construct new knowledge
based on his/her
previous experience.
Constructivism theory is based on
the idea that
people construct their own
knowledge through their
personal experience. The
effectiveness of
Constructivism is that it prepares
students for problem
solving in complex environment [3].
In
Constructivism theory; students are
more active in
building and creating knowledge,
individually and
socially, based on their experiences
and
interpretations.
Teacher’s role is essential and
important in learning
process. The role of the teacher in
Constructivism
theory is to try to understand how
students interpret
knowledge and to guide and help
them to refine their
understanding and interpretations to
correct any
misconception arises between
students at an early
stage and improve learned knowledge
quality.
In addition, Conversation theory
supports
Constructivism theory. Conversation
theory is based
on discussion of the learning system.
It believes that
One of the harshest criticisms of Blended Learning is that it focuses on the teacher for
creating the knowledge, rather than on the student [7]. To overcome this drawback,
Constructivism theory may be applied in Blended Learning environment, which increases
students’ interactivity and focuses on the student to construct new knowledge based on
his/her previous experience.

Constructivism theory is based on the idea that people construct their own knowledge
through their personal experience. The effectiveness of Constructivism is that it prepares
students for problem solving in complex environment [3]. In Constructivism theory; students
are more active in building and creating knowledge, individually and socially, based on
their experiences and interpretations.

Teacher’s role is essential and important in learning process. The role of the teacher in
Constructivism theory is to try to understand how students interpret knowledge and to
guide and help them to refine their understanding and interpretations to correct any
misconception arises between students at an early stage and improve learned knowledge
quality. In addition, Conversation theory supports Constructivism theory. Conversation theory is
based on discussion of the learning system. It believes that

CONSTRUCTIVISM AND CONVERSATION THEORIES IN BLENDED LEARNING ENVIRONMENT

In Blended Learning environment, teachers should use a variety of ICT tools such as
synchronous and asynchronous learning technologies to facilitate and encourage
collaboration, interaction, communication, and knowledge construction and sharing among
the students. Blended Learning environment has the characteristics to adapt, support, and
facilitate applying Constructivism and Conversation theories in learning process (see Figure
1). Blended Learning environment facilitates and improves discussion, communication, and
knowledge construction processes as discussed later in this chapter.

Table I illustrates various Constructivism characteristics and their correspondent learning

activities and ICT support tools to gain a better understanding of applying Constructivism
characteristics in learning process. Moreover, by applying Conversation theory beside
Constructivism theory in Blended Learning environment, the students have the opportunity
to interact with the teacher; in addition, the teacher has the opportunity to guide and
assess students’ learning and knowledge construction at an early stage and take any needed
correction action if there is any misconception. Conversation theory supports
Constructivism theory by facilitating collaboration, communication, interaction, and
knowledge construction and sharing amongst the students, which improves learning
outcomes and quality more effectively.

To apply Constructivist theory, a learning environment should be designed, implemented,

and

then guided through the process of collaboration and interaction between students, so
that learning is constructed by the group, rather than just the

individual [4].The effectiveness of collaboration in a live or synchronous learning

environment depends on dynamic and active communication between students that fosters
knowledge construction and sharing [5]. Synchronous discussions are very beneficial and
important for students who might not participate actively and collaboratively within face-to-
face classroom. Moreover, synchronous discussions facilitate fast and efficient exchanges of
ideas [6]. On the contrary, in face-to-face classroom; participation of all students in
discussion process is often difficult due to time constraints or students’ nervousness or
shyness.

https://www.researchgate.net/publication/274775606_Constructivism_Based_Blended_Learning
_in_Higher_Education

environment, the students have the opportunity to

interact with the teacher; in addition, the teacher has
the opportunity to guide and assess students’ learning
and knowledge construction at an early stage and take
any needed correction action if there is any
misconception. Conversation theory supports
Constructivism theory by facilitating collaboration,
communication, interaction, and knowledge
construction and sharing amongst the students, which
improves learning outcomes and quality more
effectively.
To apply Constructivist theory, a learning
environment should be designed, implemented, and
then guided through the process of collaboration and
interaction between students, so that learning is
constructed by the group, rather than just the
individual [4].