Professional Documents
Culture Documents
March 2, 2008
Blended learning environments are reaching all levels of instruction, and there are
learning environment have definite benefits, but allowing students the freedom in a
equally dangerous.
Introduction
The teaching profession has seen fewer changes in the past one hundred years
than any other profession. In Kelowna, British Columbia, teaching middle school has
gone through drastic changes over the past three years. In a way, the Kelowna school
district is paving the way for the future of education. By way of a new laptop initiative,
every student in grades seven through nine is given a free laptop. This has created a
face instruction. Ultimately, this change has forced teachers to rethink their teaching
strategies – changing education. Teachers of all ages and skill sets have to work with
Educational Change
One of the key reasons education has changed is the wide spread use of the Internet
and the students that have grown up with the Internet. Prensky calls this generation of
students digital natives, and the rest of the population are digital immigrants. Digital
natives have grown up with full exposure to the Internet. “They’ve been networked most
or all of their lives. They have little patience for lectures, step-by-step logic, and “tell-
test” instruction.” (Prensky. p. 3). The traditional classroom and the stand and deliver
approach is lost on most of these students. This does not mean that simply adding a
Constructivism in a Blended Learning Environment 3
Blended learning has many tools that digital natives will readily understand.
“Blended learning programs may include several forms of learning tools, such as real-
performance support systems (EPSS) embedded within the job-task environment, and
knowledge management systems. (Singh, pp. 52-53). The tools in blended learning are
the same as those in an e-learning (distance education) course. Mixing in teacher led
classrooms and lectures and synchronous physical environments give the teacher in a
blended learning environment a real opportunity to mix constructivist approaches into the
learning environment.
Blended Constructivism
The key to making this blended environment work is to allow for flexibility in
teaching methodology, and constructivism is a good fit with the learners of today.
Teaching a course, such as English, in the traditional manner, may involve the usual
writing, thinking, reading and understanding. This remains the same with or without
computers in the classroom, but the presentation does change. “This will result in a
and a constructive component.” (Kerres & Witt. 2003) While Kerres and Witt conclude
that the blended learning environment lends itself to many different didactic approaches,
environment.
Students cannot be empty vessels waiting to be filled with teacher led instruction. Liaw
Constructivism in a Blended Learning Environment 4
be in full control of their own learning. They can also be active learners who not only
absorb information, but also connect their previous knowledge to their newly acquired
information.” (Liaw, Chen, Huang. p. 951) The blended learning environment is a good
fit with the constructivist approach to learning because the students connect with others
in a safe online environment, while having the opportunity to interact with others in a
face-to-face course.
Scaffolding the students learning may take a different form than a traditional
classroom, or a computer void classroom. Understanding what the students can and
cannot do will help structure a course that different skill levels can successfully complete.
The problem lies in understanding what the students know. Prensky quotes Peter Moore,
and highlights the need for understanding. “Linear thought processes that dominate
educational systems now can actually retard learning for brains developed through game
and Web-surfing processes on the computer.” (Prensky, p. 10) Understanding the learner
is the key to scaffolding the lessons to best suit the learner’s progress.
Problem based learning at the basic level has new meaning in a blended learning
environment. The same problem posed to students with computers and the Internet will
produce more answers than without computers. Avoiding the one right answer approach
will allow for flexibility in not only what is understood, but in how it is understood.
These answers can be way off base if the teacher does not know the limitations of the
students. Understanding truth on the Internet is different through the eyes of a fourteen
year old as opposed to an adult. Although this problem-based learning may not be taking
Constructivism in a Blended Learning Environment 5
place in a real world setting, it is mimicking a real world setting. The problem can still be
real, and the students can still come up with more than one correct answer.
should be willing to let go of their classroom more than they would in a traditional
classroom. This hybrid model of instruction can take many forms. “The role of the
upon student needs and circumstances within each class.” (Rovai, p. 85) The students can
take control of their learning more than they would in a traditional classroom, and the
teacher can still be flexible enough to passively and actively teach. Constructivism in the
blended learning environment lends itself to directing learning more than directly
teaching more.
environment. Students have to move at the best pace, and the teachers have to measure
this pace. This asks the teacher that may be used to traditional classrooms to change their
traditional approach. This can be a leap of faith for some of the teachers who are not as
adept with technology as others. Liaw et al states, “The acceptance and use of technology
by users appear to be limited due to fear of technology, resistance to new technology, not
even low quality of technology.” (Liaw et al. p.953) With new teachers who have used
technology throughout their academic careers, all of Liaw’s points are hardly relevant. To
a digital immigrant, they all can and will affect their teaching. If a teacher feels
be understandably impossible.
Constructivist tools in the blended learning approach are widely available and
sometimes free. Blogging is a popular way to get a group of learners to share, read, write,
challenge, debate, validate and build knowledge as a group. Blogs can be used as a
platform for directing learning in a new way. The knowledge learned by the students
would be theirs. It would be shared knowledge rather than taught knowledge. Jigsaw
grouping is a cooperative learning technique that has each participant responsible for
completing and understanding one part of the whole. Each participant must share his or
her knowledge effectively with the group to complete the puzzle. Each member of the
class becomes an expert in one area and must present the knowledge to the rest of the
class. While this can be utilized in a traditional classroom, the knowledge can be shared
for authentic activities is compounded. Project and problem based learning, for example,
develops higher-order cognitive skills, life skills, technological skills and self-
management skills. Getting students of all ages to buy into this approach is the challenge.
“In essence, the strategy is to define a territory and then to work with the learner in
problem in such a way that the learners will readily adopt the problem as their own.”
(Savory, p. 4) Students take initiative, assume responsibility for their own learning and
make choices about their learning. The main reason this type of learning is not used is
because it is not as easy to assess. Learning often takes place in the form of group work,
Constructivism in a Blended Learning Environment 7
information from their peers rather than regurgitating information in a lecture format. The
term “guide on the side” best describes this type of teaching because it takes the teaching
out of the teacher. “Allowing the problem to be generated by the learner, an option
discussed above, does not automatically assure authenticity. It may well require
discussion and negotiation with the learner to develop a problem or task which is
authentic in its cognitive demands and for which the learner can take ownership.”
(Savory, p. 5) The students become the teachers, and the teacher becomes a director.
Letting go of the classroom does not mean totally letting go. The blended learning
environment is a mix of traditional teaching and directing along with authentic problem
focused learning.
The teacher must become a coach who scaffolds the learning to new levels with
new discoveries within the learning paradigm. “Rather than simplifying the environment
for the learner, we seek to support the learner working in the complex environment.”
(Savory, p. 5). Each lesson needs ample time to reflect on what has been discovered. This
will highlight the learning, and it will authenticate the learning experience.
Each area of education has its own metaphor for learning. Blended learning is no
different. In the First Nations community, the education system as a whole is compared to
“Walking with a drum in one hand and a computer in the other.” This reflects the struggle
to hold on to the old teachings and integrate the new teachings. Essentially, education is a
changing entity, but not everything needs changing. The First Nations community
understands this metaphor, and can adapt the needs of the community to ensure that
Constructivism in a Blended Learning Environment 8
Conclusion
The blended learning environment can be compared to partially tearing down the
ivory tower. As the ivory tower once represented higher learning, higher learning is
changing. It is changing as the youth who are growing up with technology, digital
natives, work with technology at all levels of schooling. Understanding that there is a
change will allow teachers and students to prepare for education at every level. This
between online access to knowledge and face-to-face human interaction, then the ivory
References
Prensky, Mark. (2001). “Digital natives, Digital Immigrants” On the Horizon NCB
Kerres, Michael, De Witt, Claudia. (2003). “A didactical framework for the design of
3, October 2003
Liaw, Shu-Shen. Chen, Gwo-Dong. Huang, Hsiu-Mei (2008). “Users’ attitudes toward
9800, USA
51-54.