USING BLENDED LEARNING TO ENHANCE TEACHING AND LEARNING DURING THE COVID-19

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USING BLENDED LEARNING TO ENHANCE TEACHING AND LEARNING DURING

THE COVID-19 CRISIS

Cho Cho Maw

Technological University (Lashio)
[email protected]

ABSTRACT

This paper aims to apply blended learning to enhance the educational process. Universities and colleges
have been consequential in teaching and learning due to the COVID-19 crisis. So, it is needed to think
about teaching and learning to create an enabling environment for learning with educational technology.
The development of technology in education has led to renewed interest in blended learning. Blended
learning is a teaching approach that integrates a combination of online interactive activities with face-to-
face learning that people learn in different locations at different times. The present study surveyed 25
teachers from the academic department. In this paper, the data collected through questionnaires. According
to the survey questionnaires, the results express the participants’ needs, lack, and wants. It also describes
the perception of participants in using blended learning. There are many challenges in the implementation
of blended learning. To overcome these challenges, teachers should have an awareness of blended
learning. The government should provide solutions to the challenges facing the adoption of blended learning
and facilities in universities and colleges. It is time that policymakers and educators should take advantage
of the current situation to reform the pedagogy.

Keywords: technology, blended learning, challenges, awareness, pedagogy

Using Blended Learning To Enhance Teaching And Learning During The COVID-19 Crisis

INTRODUCTION

Students learning gains from the academic year 2019-2020 will suffer significant losses as a result
of COVID-19. Adult learning providers have challenges during COVID-19. Some of the changes emerge as
the new normal during the COVID-19 crisis. Learners and providers try to innovate, experiment and
collaborate in new ways. Most recently, the term ‘blend’ attached to e-learning and this blending of e-
learning with traditional methods is attracting the interest of many teachers in further and higher education.
Online or blended learning needs to engage and support learners.
There were different views on the meaning of blended learning that the researchers observed
different approaches to blended learning. ‘Blended learning’ is an education strategy that combines different
technologies, especially a combination of traditional (face-to-face instruction) and online teaching
approaches and media. In practice, blended learning often means the introduction of e-learning alongside,
or as a substitute for specific elements within an otherwise conventionally taught course (Littlejohn & Pegler
2007).
(Donnelly et al. 2012) stated that blended learning is learning that facilitated by the effective
combination of different delivery modes, teaching models based on a transparent community among all
parties involved with a course. Hubbard (2013) revealed that blended learning is generally understood to
refer to a complementary mix of teaching methods delivered using an appropriate selection of related
technology-based resources.

Proceedings of International Conference on The Future of Education IConFEd) 2020, Institute

of Teacher Education Tuanku Bainun Campus, Penang, Malaysia, 17-18 November 2020
USING BLENDED LEARNING TO ENHANCE TEACHING AND LEARNING DURING THE COVID-19
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Technology has opened exciting doors for learning and development in the past decades. Using
technology can be seen as an innovative challenge to restructure the teaching and learning process. From
a technology perspective, there is a need for support with the integration of multiple tools, technical
proficiency, and stable networks. The increasing use of digital technologies in education leads to raising
the notion of the digital learning environment. It includes a dependable telecommunication network,
software, and hardware devices that can be accessed and utilized by students and teachers. In addition to
the technology infrastructure, educators and students need technical support to maintain positive
momentum in learning a digital environment.
Teaching in the online or blended domains is necessary a range of specialist skills, including some
level of proficiency in information technology (IT). In the educational process, teachers play a vital role in
teaching and learning. They are mentors, friends, neighbors, and experts of their students. Having face-to-
face interaction with teachers is a good experience for students. In a technology-rich environment, the
teachers would consider suitable technologies for guidance, representation, and sharing. So, teachers
should have an awareness of blended learning and understanding of technology. The study made the
following research questions:
(1) What are the challenges of using blended learning during the COVID-19 crisis?
(2) What is the teachers’ perception about blended learning?

Challenges of COVID-19 and Blended Learning

Teachers have had to adapt to a world of just about universal distance education as faculties and
universities are enclosed in most countries around the world in an endeavor to limit unfold of (COVID-19).
Most academics and their organizations have embraced this challenge. In several developing countries,
many teachers lack the abilities and equipment to provide distance education effectively. The emphasis on
virtual learning will exacerbate existing inequalities in education, significantly in developing contexts,
marginalized communities, and rural areas, wherever access to technology and reliable web connections
could also be limited.
The sudden onset of the crisis has forced several teachers into virtual lecturer rooms, unprepared
for the demands and expectations of this new reality. The rush to transition to remotely working has left
them with low preparation time to find out and adapt to the modalities of virtual and distance teaching,
managing virtual workspaces and classes, and interesting students in new and innovative ways of learning.
For some teachers, these challenges amplified with their caregiving responsibilities and lack of access to
technology and infrastructure, and the situation has needed owed expenses for supplies and equipment.
Changing teaching materials into digital format in a short time has been a challenge as most teachers
haven’t strong digital and ICT knowledge.
Current Challenges for Online/Blended Learning
As blended learning uses online technology for part of the learning experience, it needs to shift a
completely online learning environment. Exploring how to use blended learning creatively, appropriately,
and effectively to reinforce the standard of teaching and learning needs is a time consuming process.
According to research question 1, the following items are the challenges of using blended learning.
(1) Inadequate funding of blended learning service
(2) Inadequate infrastructure
(3) Inadequate curriculum coverage
(4) Lack of on-line library
(5) Poor internet access
(6) Poor ICT knowledge
(7) Unstable electricity
The lack of equitable technology access and creating both on-line and offline resources to support
remote learning are challenges for teachers and students. Technical challenges were the most important
factors hindering the implementation of blended learning. Teachers ought to have the capacity to engage
in using blended learning. Policymakers and educators ought to profit of the present situation to reform the

Proceedings of International Conference on The Future of Education IConFEd) 2020, Institute

of Teacher Education Tuanku Bainun Campus, Penang, Malaysia, 17-18 November 2020
USING BLENDED LEARNING TO ENHANCE TEACHING AND LEARNING DURING THE COVID-19
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9

pedagogy. Therefore, it is required to keep teachers up-to-date with on-line learning technologies and equip
them with these technologies.

METHODOLOGY

According to research question 2, this study aimed to find out the perceptions of teachers as regard
blended learning. It also aimed to assist in using blended learning and some strategies to enhance teaching
and learning during the COVID-19 crisis.
Participants
The participants in the study served the purpose of the research. The total participants were 25 teachers
from the academic department, and they were teaching different academic subjects. They have the
teaching experience ranged from 5 to 20 years. All the participants were female, and they were interested
in the survey.
Materials
The instrument used in the survey was a questionnaire. It consisted of two simple portions, and there were
five items in each. The questionnaire assessed the teachers’ perceptions/attitudes and awareness of using
blended learning.
Procedure
According to the standard procedure, the questionnaires were distributed to the participants. It was made
clear to the participants that they had to answer the questions honestly. It was also invited to the participants
to ask for help or additional explanations if necessary.

RESULTS

The results in table 1 show that the participants have different attitudes toward blended learning.
In the first portion of responses, 100% of participants have challenges in using blended learning during the
COVID-19 crisis. 84% of respondents state that using blended learning can enhance the teaching and
learning process. Respondents (16%) state that using blended learning cannot raise the teaching and
learning process. 76% of participants express that blended learning helps students better understand the
course material. However, 24% of participants don’t think that blended learning helps students better
understand the course material. All the participants reveal that it is needed to support technology or training
that could help them in using blended learning. 96% of participants state that the government should provide
the necessary resources for teachers to implement in using blended learning.
According to the second portion of the responses, all the participants 100% agree to the statement
(Technology facilitates the teaching and learning process.). 96% of participants agree with the (Technology
offers teachers and learners with different options in teaching and learning.). But 4% of participants disagree
with this statement. All the participants (100%) agree with (Using blended learning technology is useful
during the COVID-19 crisis as it can allow students to connect to online classes from different places.). Half
of the participants (50%) agree with (Using blended learning can offer a comfortable teaching/learning
environment.), but the rest 50% disagree with this statement. (80%) of the participants agree with (Blended
learning can use effectively in online classes.) but (20%) of respondents disagree with this statement.
Overall, according to the results, as shown in figure 1, most of the participants have a positive
perception of blended learning. It assumed that most of the participants have a lack of technical skills. The
needs of the participants are supporting technology and training that could help them in using blended
learning. Their wants are providing necessary resources in using blended learning to enhance the teaching
and learning process.

Proceedings of International Conference on The Future of Education IConFEd) 2020, Institute

of Teacher Education Tuanku Bainun Campus, Penang, Malaysia, 17-18 November 2020
USING BLENDED LEARNING TO ENHANCE TEACHING AND LEARNING DURING THE COVID-19
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Suggested Blended Learning Strategies

There are some of the changes that emerge as the new normal during the COVID-19 crisis. Online
or blended learning needs to engage and support learners. Many teachers have heard about blended
learning and the advantages that can support students in education. However, to implement a new teaching
strategy, some teachers don’t know where to begin. In this section, it describes suggested blended learning
strategies:
(1) Using multiple types of instructional materials
(2) Incorporating technology for reinforcement
(3) Trying new teaching techniques
(4) Keeping the traditional teaching methods
(5) Varying the assessments
(6) Mixing up group work styles
(7) Trying a digital curriculum.
1. Using Multiple Types of Instructional Materials
Blended learning is necessary for the teacher to use various kinds of instructional materials and
methods. By using different resources, blended learning will come naturally and easily. Along with the
textbook, the teacher has to try supplementing the lessons with free Internet sources, and online discussion
groups.
A blended classroom could look like the following:
(1) Class starts with a bell ringer activity the teacher found on the Internet
(2) The teacher instructs students to read a section of the textbook
(3) A teacher-led discussion follows
(4) Students break into groups to complete a related activity the teacher’s created
(5) The teacher ends the class assigning homework from the textbook or eBook.
Each day will be a little bit different since the teacher mixes up using each resource.
2. Incorporating Technology for Reinforcement
The teacher has an opportunity to try extra things with technology for the lessons and lab work for
listening skills. Some topics can be taught by showing a video. Then, the teacher could instruct the class
to discuss the video online through social media or a digital teaching tool the teacher has. The teacher
could also try using a mobile app or an interactive game. The two popular options for teachers are Quizlet
and Kahoot! However, the teacher decides to consist of technology, bear in mind that it should have an
applicable purpose to increase the students’ understanding and information retention.
3. Trying New Teaching Techniques
If the teacher is new to blended learning, he/she has an opportunity to use various teaching
techniques to help the students. The teacher may be surprised to see the students’ reactions to a new
teaching technique. Trying for one approach is to do differentiating the lessons. Different instruction is a
specific technique of varying the instruction to meet the needs of each student. Flipping the classroom is
another teaching technique. Flipped learning is a pedagogical approach that students do classwork at
home. When making flip a class, the technology focus centered on moving static lectures out of the face-
to-face classroom and into the online environment. This shift opens a new horizon of opportunity for
engaging applied learning experience.
4. Keeping Traditional Teaching Methods
While new techniques are crucial in blended learning strategies, the teacher shouldn’t dump the
old ones. Traditional lectures have a place in a blended learning classroom at present. Lecturing with a
PowerPoint presentation is a way to introduce a new concept before the teacher tries to use the other
blended strategies.
The students can explore a topic more in-depth about discussing that the teacher facilitates. The
student-centered techniques used, and the teacher’s role as a facilitator is just as vital when adding blended
learning strategies to the classes.
5. Varying the Assessments
Varying the assessments is vital to successful blended learning while it’s not exactly a teaching
strategy. If the teacher plans to mix up the instructional materials and teaching style, it’s natural to mix up

Proceedings of International Conference on The Future of Education IConFEd) 2020, Institute

of Teacher Education Tuanku Bainun Campus, Penang, Malaysia, 17-18 November 2020
USING BLENDED LEARNING TO ENHANCE TEACHING AND LEARNING DURING THE COVID-19
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11

how he/she measures student comprehension. So, how can the teacher add more variety to the
assessments?
The following few ideas are for the teacher to do:
(1) Keeping some traditional, paper-based assessments
(2) Adding digital quizzes throughout the course
(3) Including essays as end-of-course assignments
(4) Assigning presentations for the unit wrap-up
(5) Using the self-assessed or peer-assessed.
6. Mixing Up Group Work Styles
The next blended learning strategy to explore is mixing up how group work is doing in (and out) of
the classroom. When the students are working on a group project, it’s natural to have them do all of the
work in class. However, the teacher may consider having students connect digitally outside of class time
with blended learning. By including online collaboration for group work and discussions, the teacher
supports a different way for students to interact with each other.
7. Trying Digital Curriculum
A digital curriculum is a way to implement blended learning in the classroom. Digital curriculum
systems often consist of various teaching materials, such as digital lessons, hands-on activities, guided
notes, teacher presentations, and group projects. The teacher will find different types of formative and
summative assessments within a digital curriculum that measure the students’ knowledge and
understanding in a variety of ways.

Advantages of Using Blended Learning

Blended learning encompassed a range of technologies, like media, web, and forms of devices
with pedagogical methods. It can combine both face-to-face and online communication between learners
and educators. Due to this combination, students can work with teachers when they are at school, as well
as use additional online resources at home. Students also use online methods of communication with
teachers to get support and advice outside of the class.
Blended learning has an opportunity to give personalized instruction to every student, which caters
to their needs. Students can access to helpful online materials anywhere and at any time. Learners can
benefit from all the comforts of digital materials and modern technological devices. These can include
scholarly libraries to online essay databases at any time they need. Blended learning provides a more
interactive educational experience. Students can have a chance to communicate with teachers using
videoconferencing and other ways of communication. Online/Blended learning adds to better collaboration
between teachers and students. Parents can access to what their children are doing. Online/Blended
learning provides better support, communication, and control over the process. It can give students
significantly more time for learning. Blended learning facilitates a synchronous independent and
cooperative learning experience for university students. With blended learning, studying can extend beyond
the school day.
According to Hunt (2018), there are also six advantages of blended learning. It would say that
blended learning implementation is all about combining face-to-face instructions with online learning. It is a
good idea for classical education to work just fine for many years by now. So, it’s thought of six good
reasons why the learners might love the idea of including online studying into the process.
1. Time-Saving
It’s no secret that teachers spend most of their time to prepare all the needed materials for students
that include hours of copying, collecting, stapling, and so on. If all those materials uploaded on one platform
and instead of copying them, a teacher would only send a link to any of the research papers, additional or
material, article, or PDF document for everyone. Therefore, such an approach is already actively used by
a lot of teachers.
2. Money Saving
It is no need to copying thousands of papers, no need to buy books, notebooks, pencils, and pens.
All those copy machines, paper sheets, and ink cost a bunch of money that now can save for the more

Proceedings of International Conference on The Future of Education IConFEd) 2020, Institute

of Teacher Education Tuanku Bainun Campus, Penang, Malaysia, 17-18 November 2020
USING BLENDED LEARNING TO ENHANCE TEACHING AND LEARNING DURING THE COVID-19
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important stuff. All the materials are often gathered online in one place, available to download, read, edit,
and send back.
3. Student Enjoyment
Now is the most fabulous time to start loving classes, for with implementing online technologies,
the learner can finally focus on group discussions or explanations of things. Instead of wasting time on
copying and reading materials in class, the learner can concentrate on comprehending, understanding,
discussing, and forming opinions.
4. Online Exams Practice
The students would love to exercise at a more convenient time and place. It is possible now.
Transferring all the standardized tests to the online education platforms is as easy as ABC. It also allows
students to have a bit more control over time, place, and some repetitions needed.
5. Effective Communication
There are a variety of online learning platforms offering a variety of built-in communication systems,
starting from lettering and messaging the included members and up to video calls and conventions. Thus,
teachers can place assignments, due dates, address questions, and much more, with no need to wait until
the new school day begins. Online learning can enlarge the supporting system for students, as many might
be too shy to ask questions directly. Now they can message the teacher directly, or the whole group. It
incredibly improves group work.
6. Working Groups Work
Online collaboration lets students make the schedule flexibility because there is no need to work
synchronously anymore. Technologies also allow tracking who did more or less work, because the impact
of every participant sees under his/her profile. So, this creates an environment of equality for everyone and
eases the evaluation process for a teacher.
Blended learning is another effort to enhance the teaching and learning process, save time, money,
and facilitate society to enjoy learning. Admittedly, it still requires a major work of a teacher and collaboration
from all the students.

CONCLUSION

The results of the study provided valuable information about different perceptions of the teachers
on blended learning. The results revealed that there was a great interest among the teachers in blended
learning during the COVID-19 crisis. Most teachers had positive attitudes in adopting new technologies and
learning new skills.
The teachers are essential to blended learning implementation. Teachers will need to understand
and believe in the pedagogical shift in their teaching to transform successfully and teaching to a blended
model. Focusing on blended learning can be able to offer more personalized instruction. It empowers
students to increase their learning process and encourages connections between teachers and students.
By utilizing blended learning strategies, teachers will have a chance to empower students to take ownership
of their education, increasing engagement, and academic learning.
It noticed that teachers need to up-skilled quickly to cope with the virtual learning opportunities/
environment. Teachers should try to use different technical skills in using blended learning. So,
policymakers should provide the necessary training facilities and resources for teachers to improve their
knowledge about blended learning. It hopes that this paper could provide some information on blended
learning to enhance the teaching and learning process during the COVID-19 crisis.

Proceedings of International Conference on The Future of Education IConFEd) 2020, Institute

of Teacher Education Tuanku Bainun Campus, Penang, Malaysia, 17-18 November 2020
USING BLENDED LEARNING TO ENHANCE TEACHING AND LEARNING DURING THE COVID-19
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REFERENCES

Donnelly, P. et al. (2012). How to Succeed at E-learning. Wales Deanery, Cardiff, U.K.
https://doi.org/10.1002/9781118308455.ch4

Garrison, D. R., & Vaugham, N. D. (2007). Blended Learning in Higher Education. U.S.A.
https://doi.org/10.1002/9781118269558.ch7

Hunt, V. (2016, December 18). Pros And Cons Of Blended Learning At College. Retrieved from
https://elearningindustry.com/pros-cons-blended-learning-at-college

Hunt, V. (2018, January 27). 6 Major Benefits Of Blended Learning. Retrieved from
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ILO Sectoral Brief. (2020 June). COVID-19 And The Education Sector. Retrieved from
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sector/documents/briefingnote/wcms_742025.pdf

International Labour Organization. (2020 June 15). COVID-19 And The Education Sector. Retrieved from
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Littlejohn, A. & Pegler, C. (2007). Preparing for Blended e-learning. U.S.A and Canada: Routledge
Publishing.

Lim et al. (2016). Blended Learning for Quality Higher Education. France, and Bangkok. The United Nations
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Proceedings of International Conference on The Future of Education IConFEd) 2020, Institute

of Teacher Education Tuanku Bainun Campus, Penang, Malaysia, 17-18 November 2020
USING BLENDED LEARNING TO ENHANCE TEACHING AND LEARNING DURING THE COVID-19
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14

Table 1
Teachers’ perception and awareness towards blended learning
Yes No
Item Question
N (%) N (%)
1 Do you have challenges in using blended learning during the COVID-19
25 100 - -
crisis?
2
Do you think that using blended learning can enhance the teaching and
21 84 4 16
learning process?

3 Do you think that blended learning helps students better understand

19 76 6 24
course material?
4 Is it needed to support technology or training that could help you in using
25 100 - -
blended learning?
5 Do you think that the government should provide the necessary
24 96 1 4
resources for teachers to implement in using blended learning?
Agree Disagree
Item Statement
N (%) N (%)
1
Technology facilitates the teaching and learning process. 25 100 - -
2
Technology offers teachers and learners with different options in teaching
24 96 1 4
and learning.
3 Using blended learning technology is useful during the COVID-19 crisis
25 100 - -
as it can allow students to connect to online classes from different places.
4 Using blended learning can offer a comfortable teaching/learning
15 50 15 50
environment.
5 Blended learning can use effectively in online classes. 20 80 5 20
Notes. N = Number of respondent, (%) = Percentage of respondent
responses of participants

120% 120%
responses of

100% 100%
80% 100% 100% 96% 80% 100% 96% 100%
60% 84% 76% 60% 80%
40% 40%
50%50%
20% 0% 16% 24% 0% 4% 20% 0% 4% 0% 20%
0% 0%
Statement Item 1

Statement Item 2

Statement Item 3

Statement Item 4

Statement Item 5
Question Item 5
Question Item 1

Question Item 2

Question Item 3

Question Item 4

Results of teachers' perception and awareness on blended

Results of teachers' perception and awareness on learning
blended learning Agree Disagree

Yes No

Figure 1. Percentage of teachers’ perception and awareness on blended learning

Proceedings of International Conference on The Future of Education IConFEd) 2020, Institute

of Teacher Education Tuanku Bainun Campus, Penang, Malaysia, 17-18 November 2020