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UNIT 4: TECHNOLOGY TOOLS IN A FLEXIBLE, COLLABORATIVE

CLASSROOM ENVIRONMENT

4.0. Intended Learning Outcomes

a. Identify flexible learning through online communications.
b. Describe flexible learning environment that enhances collaboration
with the use of technology tools.
c. Show appreciation on the advantages of online collaborative tools by
using it in the teaching-learning process.

4.1. Introduction
What comes to mind when you read Mindmeister, Mentimeter, Flipgrid? Or
maybe more familiar terms such as Kahoot and Google Hangout?
Right, Facebook and messenger are not the only collaborative applications out
there. There are plenty more the world wide web has to offer. As a future teacher,
you should maximize the use of these applications to make our teaching and learning
more interactive and fun especially during this pandemic times that flexible and
online modalities are our alternative to traditional face to face modality.
Collaboration is of the four Cs of 21st century skills. Together with Critical
thinking, Creativity and Communication, Collaboration is important because with the
world getting smaller due to the advent of technology, students work with other
people for the rest of their lives to compete and succeed in this global economy.

4.2. TOPICS

4.2.1 Distance learning

What Is Distance Learning? (An excerpt from

https://www.uopeople.edu/blog/what-is-distance-learning)
Merriam Webster defines distance learning as, “a method of study where
teachers and students do not meet in a classroom but use the Internet, e-mail, mail,
etc., to have classes.” Simply put, distance learning is when students are separated
from teachers and peers. This means that students learn remotely and do not have
face-to-face learning with instructors or other students.
There are three main differences between Online Learning and Distance
Learning namely:
1. Location
Online learning can include the use of online tools and platforms while still
being in a regular classroom setting. Distance learning, however, is remote and does
not include any face-to-face interaction between student and teacher.
2. Interaction
Online learning, as seen above, can include interaction with teachers and peers,
whereas distance learning does not have in-person interactions.
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3. Intention
Online learning can be used as a supplement for teachers in their courses, while
distance learning replaces teachers with instruction that is pre-set on the learning
platform.
What Is Distance Education?
Distance learning does
not include any in-person
interaction with an instructor or
study peers. Students study at
home on their own, and the
learning is more individual and
varies on speed and timeline
according to each individual
student and their availability.
Fig 1. Woman using laptop to study online
(Photo by Bonnie Kittle on Unsplash) Distance learning
actually relies on the
educational tools of online learning, and that is probably why there is some confusion
between the two. It is possible to study with online distance learning as well. In that
sense, distance learning is a subset of online learning.
Because distance education is remote, it can connect students to universities
worldwide, making it more accessible for students in different countries. It is also
known to be more affordable, which is another factor that helps make education more
accessible to many students around the world and in different socio-economic levels.

The Benefits of Distance

Learning
Students can study from
universities around the world,
even if they are not able to
travel to their preferred
program. This allows top
universities to be available to
students who would not
otherwise be able to attend due
Fig. 2 Student learning online
(Photo by Bench Accounting on Unsplash) to distance, finances, or other
circumstances.
Distance learning is extremely important for those who cannot attend
programs due to health complications, severe social anxiety, busy work schedules or
parenting demands, or any other situations which make it necessary to be confined to
the home. Online programs cater to students who prefer or need distance education.
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Types of Distance Learning (From University of the People (UoP) website)

1. Online courses
Online courses are usually offered as additional classes in traditional degrees.
As long as students have computer and internet access, they can learn and receive
instruction at home.
2. Hybrid courses
Hybrid courses combine traditional classroom settings with online learning at
home. This can mean that students learn individually at home and meet up for in-
person instructions or lectures at certain intervals during the course. The amount of
at-home learning and in-class learning varies for each hybrid course.
3. Conference classes
Conferencing allows students and teachers to meet up for class in real time,
whether in a group or one-on-one with an instructor. Using the phone or video
chatting, such as Skype, students and teachers can engage in live lessons despite
distance.
4. Correspondence courses
Correspondence courses consist of students engaging in class material via mail
or email. Students receive material and assignments through mail, and they send
completed assignments back through the same method.
Activity 4.2.1
Answer this short survey on attitude and experiences towards distance
education. Choose from the given choices inside the parenthesis and write them in the
blank space.
1. How do you feel overall about distance education?(Poor, Below Average, Average, Good,
Excellent) _________________________________________________________________
2. Do you have access to a device for learning online? (Yes, Yes, but it doesn’t work well, No,
I share with others) __________________________________________________________
3. What device do you use for distance learning? (Laptop, Desktop, Tablet, Smartphone,
Others, specify)
__________________________________________________________________________
4. How much time do you spend each day on an average on distance education? _______ hours
5. How effective has remote learning been for you?(Not at all effective, Slightly effective,
Moderately effective, Very effective, Extremely effective)
6. How helpful your [School or University] has been in offering you the resources to learn from
home? (Not at all helpful, Slightly helpful, Moderately helpful, Very helpful, Extremely
helpful)
7. How stressful is distance learning for you during the COVID-19 pandemic?
___________________________________________________________________________
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8. How well could you manage time while learning remotely? (Consider 5 being extremely well
and 1 being not at all)
___________________________________________________________________________

9. Do you enjoy learning remotely?(Yes, absolutely, Yes, but I would like to change a few
things, No, there are quite a few challenges, No, not at all)
___________________________________________________________________________
10. How helpful are your teachers while studying online? (Not at all helpful, Slightly helpful
Moderately helpful, Very helpful, Extremely helpful)

SAQ 1. What makes online learning an alternative to traditional face-to-face

learning during this time of pandemic? What are the pros and cons you are
experiencing in this new modality?

4.2.2. Blended Learning

What Is Online Learning?
Online learning is when teachers or students use educational tools which are
accessible on the internet. This means that students can also use online tools while
they are physically in a classroom with their teacher and peers. Online learning can be
used anywhere and anytime, so teachers may have students using them as tools in
class or for preparation and assignments at home. It also helps teachers save
preparation time before class. With the help of online educational tools, teachers can
spend more time grading papers, giving one-on-one attention to students, and maybe
even getting some free time for themselves in their busy work schedule.
Online learning tools are often used to create blended learning environments
in the classroom. This helps keep students engaged in the class and in the material.
What is Blended learning?
The term blended learning is used to describe a solution that combines several
different delivery methods, such as collaboration software, Web-based courses and
knowledge management practices. It is also used to describe learning that mixes
various event-based activities, including face-to-face classrooms, live e-learning, and
self-paced learning (Valiathan, 2002).
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Blended learning are

categorized into three
models: 1) skill-driven
learning, which combines
self-paced learning with
instructor or facilitator
support to develop specific
knowledge and skills, 2)
attitude-driven learning,
which mixes various events
and delivery media to
develop specific behaviors
and 3) competency-driven
Fig. 3 Students using online learning tools for class
learning, which blends
(Photo by John Schnobrich on Unsplash)
performance support tools
with knowledge management resources and mentoring to develop workplace
competencies.

Table 1. Three models of blended learning and their approaches

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According to Valiathan (2002), the key features of these three models and their
approaches are shown in table 1.
Skill-driven model
A blended learning that's skill-driven which mixes interaction with a facilitator
through email, discussion forums, and face-to-face meetings with self-paced learning,
such as Web-based courses and books. According to a 2000 survey by the Masie
Center, 88 percent of learners and 91 percent of managers recommend that the trainer
or facilitator be an active part of the online training program. Survey respondents
placed a high value on having the trainer monitor progress and contact the learner,
evaluate online project work, build and facilitate an online community for the course
participants, and be available via email or threaded discussion to respond to content
questions. It's clear that combining self-paced learning with facilitator support keeps
the learner from feeling isolated, which assists in the successful completion of the self-
paced modules. Indeed, this approach works best when people are learning content
at the knowledge or application levels. Techniques to incorporate skill-driven blended
learning include creating a tightly scheduled group learning plan using instructor-led
overview and closing sessions using synchronous learning labs providing support to
learners through email.
Behavior-driven model
This approach blends traditional classroom-based learning with online
collaborative learning events. At times, the nature of the content, as well as the desired
outcome (developing attitudes and behavior) necessitates the inclusion of
collaborative learning that's facilitated through face-to-face sessions or technology-
enabled collaborative events. Developers should use this approach to teach content
that requires learners to try out new behaviors in a risk-free environment. For
example, soft skill courses that require role playing a performance evaluation or
negotiating with a customer should employ a behavior-driven approach. Activities
that developers should incorporate into the overall learning experience include
discussion forums, Webinars, group projects, and online debates that use chat
modules.

Competency-driven model
The success of knowledge workers depends on how quickly employees make
decisions in the work place. While part of the decision-making process is guided by
common facts and working principles, people also need tacit knowledge that's often
retained by experts. Learning that facilitates the transfer of tacit knowledge requires a
competency-driven approach. Because people absorb tacit knowledge by observing
and interacting with experts on the job, activities may include a blend of online
performance support tools with live mentoring.
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Other Models of Blended Learning (from Teaching with technology online)

Though these three models above are the most common models of blended
learning in higher education, there exists a spectrum of blended learning models
(some of which are more often used in K-12 environments). Take a look at the graphic
below that describes the blended learning model spectrum. You'll notice that a few of
these models overlap with one or more of the supplemental, emporium, or
replacement models.

Fig. 4 Rise of the K-12 Blended Learning: Profiles of Emerging Models by Innosight Institute
and Charter School Growth Fund

Flipped

The flipped classroom model is somewhat well known and often

interchangeably used with blended learning, though it does not quite employ the
same pedagogical approach as other blended learning models. For this reason, the
flipped classroom is generally considered to be a step toward blended learning but
not a true blended learning model. A flipped classroom can be somewhat narrowly
characterized as course delivery approach that simply reverses the lecture and home
paradigm - lectures are recorded and delivered online and homework is done during
the regular class meeting time. While the flipped model significantly changes the way
an instructor manages the course, the model might not fundamentally change the
pedagogical approach of the course and engage with some of the key blended learning
concepts (such as reduction in seat time, active student learning, and efficient use of
in-class and online time).

That said, there are still benefits and opportunities for the students with the
flipped classroom. First, the active portion of their learning is done in close proximity
to the instructor during the in-class session. Second, the lecture recordings can be
available on demand and can be played and replayed to help absorb complex topics
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or review in advance of an assessment. Finally, the approach opens possibilities for

peer-to-peer learning and collaboration among students to help build a vibrant
learning community. Developing a flipped classroom module can also help instructor
move toward creating a more fully realized blended learning environment.

(Read more about the flipped classroom and its use: Educause's "7 Things You Should
Know About the Flipped Classroom")

HyFlex

The hyflex model is popular in K-12 education and is a hybrid of many of the
other blended learning models. Effectively, the hyflex model is a "blended" blended
learning model, meaning that the students can choose their method of delivery (in-
class or online) for various activities and course content and have multiple modes of
delivery to choose from per course module/assignment/activity.

Three Fun Blended Learning Projects (https://wabisabilearning.com/)

1. Virtual Debate
This blended learning project is suitable for use in a variety of subjects. It is
appropriate for students from the middle school level and higher. It will help your
students develop critical thinking skills, logic reasoning, and better persuasive
arguments.
Have students locate an online “expert” with a view on a topic which differs from
the student’s personal view. This will take some pretty thorough research, so give
them some time. Students can access TED Talks, 99u, or any other site offering video
talks on various topics.
Once students have located this alternative viewpoint, ask them to create a virtual
debate with the speaker. The students can be as creative as possible with this one. It
can take a number of different forms as a project:
- a written article or blog post disputing what the expert believes
- a video response to the speaker
- a podcast episode
- a fictional “debate” in which a classmate plays the role of the expert

2. Buddy Up With Khan Academy

Khan Academy offers anyone the opportunity to learn new skills. Most of the skills
covered on Khan Academy focus on math and sciences. The site offers limited
resources in other subjects.
In blended learning, a teacher can use Khan Academy to reinforce taught skills. It
can become the basis for a lesson. A typical in-class lesson using Khan Academy can
be set up in the following way:
- A teacher shows students a video from the site to introduce a new topic or skill.
- After watching the video, the teacher leads a classroom discussion on the topic.
- Following the discussion, students can practice the new skill during class time
while the teacher offers feedback.
- At the end of the class the teacher will assign practice exercises from the site
for homework.
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3. Foreign Language Classroom

Foreign language classrooms have traditionally used multimedia. Expanding
multimedia use from simple audio recordings to a full-blown blended learning
classroom can have an immediate positive impact on students. Getting students
actively involved in languages is easy using online resources. A great activity for your
learners could be to create a “comical” dialog:
- Group your students into teams of two or three students.
- Have each group of students find a video online.
- Tell the students to watch the video without sound or subtitles.
- Assign the group to write a language dialog using the video for inspiration.
- Let the students practice.
- Play the video with no sound in class while the students dub in their own
comical dialog.

Task # 1
Create your own blended learning with any TED Talk video. Go to TED Ed, and
then follow the instructions for creating your own lesson. Teachers can easily add
questions for their students to answer. You can also add additional resources to create
a course-specific lesson.

SAQ 2. Come up with your blended learning activity with your students. Choose
from any of the online activities above and choose a topic of interest. Write your
answer in a step-by-step process just like in the above sample activities.

-oOo-
Congratulations! You have reached the end of this unit. You can review the
discussion before you plunge in to answer the Assessment. For those who are online,
this assessment will also be available in Google forms.

4.2. References
Bernardo, A. & Gonzales, H. (2017). Educational Technology 1. REX Bookstore.
Bilbao, P., Dequilla, M. A., Rosano, D., & Boholano, H. (2019). Technology for
Teaching and Learning 1. LORIMAR Publishing Inc.
Corpuz, B. & Lucido, P. (2012). Educational Technology 1 (2nd Edition). Lorimar
Publishing, Inc.
Valiathan, P. (2002). Blended learning models. Learning circuits, 3(8), 50-59.
4.3. Acknowledgment
The images, tables, figures and information contained in this module
were taken from the references cited above.