BLENDED

LEARNING
Guideline

Overview of Blended Learning

Rationale, Principles and Stakeholders
Models relevant and identified
Solutions and Resources
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EDUCATION TECHNOLOGY CENTRE
MINISTRY OF EDUCATION
BRUNEI DARUSSALAM
Education Technology Centre
Ministry of Education
Brunei Darussalam

First Print (First Edition) 2023

© Copyright of Ministry of Education, 2023

All rights reserved. No part of this book may be reproduced or copied in any form or by
any means of graphics refer to, electronics or mechanical including photocopying,
recording, typing on information and retrieval systems without prior permission of the
publisher.

Cover by:
Education Technology Centre

Perpustakaan Dewan Bahasa dan Pustaka Brunei

Pengkatalogan Data-dalam-Penerbitan

BLENDED learning guideline. -- Bandar Seri Begawan : Education Technology

Centre, Ministry of Education, 2023.
35 pages ; 21 x 29.7 cm
ISBN 978-99984-950-0-5 (paperback)
ISBN 978-99984-950-1-2 (ebook edition)
1. Blended learning -- Brunei Darussalam 2. Educational technology --
Brunei Darussalam 3. Education -- Technological innovations
4. Education -- Computer-assisted instruction 5. Internet in education --
Brunei Darussalam.

Blended Learning Guideline | 1

CONTENTS

An Overview of Blended Learning

1. Titah 03
2. Foreword 04
3. Introduction 06
4. Aims 07
5. Definition and Terminology 08

Rationale, Principles, and Stakeholders

1. Rationale 09
2. Principles 10
3. Stakeholders and Roles 11

Models Relevant and Identified

1. Station Rotation 17
2. Lab Rotation 19
4. Flipped Classroom 20
5. Blended Learning in Hybrid Teaching 21

Solutions and Resources

1. Technology Adoption and Implementation Using SAMR 24

2. Addressing Low Bandwidth in Delivered Blended Learning 25
3. Sumber (Digital Resource Management System) 31
4. MOE TV 32

Blended Learning Guideline | 2

1.Titah

" ... Para guru bukan sahaja untuk mengajar atau membimbing anak-anak

bagi menghadapi peperiksaan, tetapi juga menunjuk cara bagaimana

persediaan dibuat untuk menempuh era globalisasi dan teknologi yang

serba pesat. Dalam makna, para guru juga diperlukan untuk memberikan

pengajaran kompetensi abad ke-21, dari peringkat rendah sampai

peringkat tinggi. Melalui pengajaran demikian, barulah mungkin akan

berkembang pemikiran-pemikiran kreatif dan kepekaan budaya ( cultural

sensitivity) dikalangan pelajar... "

HIS MAJESTY SULTAN HAJI HASSANAL BOLKIAH MU'IZZADDIN WADDAULAH IBNI AL-MARHUM SULTAN HAJI
OMAR 'ALI SAIFUDDIEN SA'ADUL KHAIRI WADDIEN

Sultan and Yang Di-Pertuan of Negara Brunei Darussalam Titah, in conjunction with
the 28th Teachers Day Celebration in 2018

Blended Learning Guideline | 3

2.Foreword

Yang Mulia
Dr. Shamsiah Zuraini Kanchanawati binti Haji Tajuddin
Permanent Secretary (Core Education)
Ministry of Education

Alhamdullilahirabbil Alamin Wassalatu Wassalaa Mualla Asyrafil Anbiyai

Walmursalen, Sayyidina Muhammadin Walla Alihi Wasabihi Ajmaen.

Praise be to Al-Mighty Allah Subhanahu Wa Ta’ala, blessings and Prophet

Muhammad Sallahu Alaihi Wassalam peace be upon him.

The ‘new normal’ in education refers to the online-learning environment and the use
of digital technology in teaching and learning, experiencing the COVID-19 pandemic
in 2020 have proven that online digital technology or digital tools can bridge
between teachers and students to continue their school’s activities even when
physical schools were closed.

The Ministry of Education has identified blended learning as an effective approach

to this ‘new normal’ that ensures students to gain more clarity during their face-to-
face instruction and enables online learning, allowing rich, engaging and interactive
learning that can strengthen students' understanding in a meaningful way, while at
the same time fostering their 21st century skills. Not only can Blended Learning
sustain the quality of education in Brunei, but also to provide a level of readiness to
both teachers and students towards any kind of future catastrophic events such as
the pandemic or when the schools need to be closed due to other unforeseen
circumstances.

Blended Learning Guideline | 4

The publication of the Blended Learning Guidelines marks an important milestone
in the Ministry of Education's commitment to continuously support Brunei's
Wawasan 2035 and the Ministry of Education's vision and mission, particularly in
aligning with the post-pandemic education scene, shrinking the learning loss gap,
and remaining relevant in 21st century teaching and learning. With this, it also
highlights our commitment and importance to develop teachers' teaching
capacity and pedagogy to empower our students and their learning outcomes.

I hope that with this guidebook, it will benefit teachers to understand what blended
learning is and be able to effectively carry out blended learning approaches in
their classroom. This guidebook can also benefit schools by serving as a resource
for their own professional development and providing sustainability should any
teachers require refresher course.

Lastly, I would like to express my heartiest appreciation and utmost gratitude to

everyone who have put in their time and energy to produce this guidebook.
Insya’Allah, through continuous strong collaboration and work, we can ensure that
our educators’ knowledge and skills to always be current through necessary
training to ensure we deliver holistic education to achieve fullest potential for all.
Wabillahi Taufiq Wal-Hidayah, Wassalamu‘Alaikum Warahmatullahi Wabarakatuh.

Dr. Shamsiah Zuraini Kanchanawati binti Haji Tajuddin

Permanent Secretary (Core Education)
Ministry of Education

Blended Learning Guideline | 5

2. Introduction

As our students return to the physical school environment, teachers will be

operating in a very different context. We will have to develop a new learning

approach, which combines face-to-face and online learning to meet the needs of

their students. This approach is known as blended learning.

This guide provides teachers and school leaders with a framework to adopt

blended learning strategies, reflecting on decisions taken to provide authentic

learning experience in their own contexts, so that teachers can design lessons with

online and face-to-face components that offer flexibility to address different

student preferences and needs.

Blended Learning Guideline | 6

3. Aims

This guideline aims to:

i. Support the teachers on what works in blended learning

ii. Support school leaders and teachers to identify the opportunities and

challenges of blended learning through strategic questions for consideration

iii. Provide clear definitions or terminologies associated with blended learning so

that the education community speaks the same language

iv. Provide support for pedagogy and learning to promote a clear vision and

strategy within blended learning provision and practice

The Ministry will provide support to schools in blended learning by:

i. Signpost schools to available resources

ii. Developing and providing professional learning for schools around blended

learning

iii. Providing a more detailed support or guidance to schools as required in

planning for implementing blended learning

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4. Definitions and Terminologies
For teachers to plan for and implement blended learning and communicate

effectively with both students and parents, there needs to be a common language

that is known and understood by all.

One of the pedagogical and instructional approaches

in classroom’s teaching and learning, with a
Blended combination of face-to-face instruction (physical or
Learning virtual) with the flexibility of asynchronous and
synchronous online learning supported using
technology and digital media.

(Self-paced) allows students to learn on their own

Asynchronous schedule, within a certain timeframe. Students can
learning access and complete lectures, readings, assessments,
homework, and other learning materials at any time.

(Live) refers to all types of learning in which learner(s)

Synchronous and instructor(s) are in the same place, at the same
learning time, for learning to take place. For example, in
classrooms or video conferencing.

Any instructional practice that successfully utilises

Digital innovation to enhance a student's learning experience
learning by providing a personalised learning experiences for
students.

Blended Learning Guideline | 8

5. Rationale
During the Schools Leaders Dialogue Session leading toward the SLC2021, school

leaders have identified the rationale for blended learning in schools as shown in

the table below:

Rationale Description

Blended learning can promote student ownership

Promotes student’s of learning, while supervision is provided for
ownership of learning support. Learning responsibilities shifts away from
the teacher and students are trained to set
and take charge of their own learning.
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Blended learning when technology

is integrated can keep students more
Keep students more
engaged into the learning process. Knowledge
interested and engaged
building can increase as information and
concepts are introduced in different contexts than
standard face-to-face approaches.
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Improved students’ Blended learning enables students to work

collaboration and together, engage in discussions and provide
communication skills useful feedback to one another. Online
discussions and peer feedback can improve
students' knowledge and skills, which can lead to
a better learning outcome.
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Provide instant feedback/ Blended learning creates supportive environment

information to students and platform for giving oral and written
feedback/feedforward confidently and
effectively.
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Blended learning integrated with technology can

Prepares students for a help build desirable skills for the future job
tech-centred world future requirements demanded by employers. Being
demand and skills able to evaluate online resources to identify and
check reputable sources (digital citizenship),
collaborating and learn outside the office.

Blended Learning Guideline | 9

 6. Principles
All blended learning shares several common principles:

01 Start with the curriculum

Consider the implications

02 for teacher and student

well-being when making
decisions

Ensure continued
and effective
educational provision
for all students
03
Explore the advantages
of every modality of face-to-

04 face learning and online

learning, assessing the best
situation for direct instruction
and feedback

Make best use of

face-to-face
teacher time
05

Be creative in
06 developing different
learning approaches

Take account of the unique

07
school context and any
barriers faced by
students

Blended Learning Guideline | 10

7. Stakeholders and Roles

o Brunei Darussalam Leadership and Teacher Academy

(BDLTA) to provide training on digital learning for teachers
System and school leaders in order to effectively deliver blended
Leadership learning.
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o Department of Information and Communications

Technology (ICT) to equip schools with suitable IT
infrastructure, provide sufficient internet bandwidth and
resolve any technical issues to enable blended learning.

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o Education Technology Centre (EdTech) to support teachers

on suitable online learning platform and educational apps to
support blended learning.

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o Curriculum Development Department (CDD) to make

available digital learning resource on an online platform.

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o Department of Schools (DS) to carry out cyber-safety

program on digital citizenship and online/internet safety.

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o DS to monitor the implementation of Bring Your Own Device

(BYOD) policy and loaning of devices to support blended
learning.

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o DS to facilitate networks of school leaders and teachers to

engage in sharing their learning about and experiences of
blended learning.

Blended Learning Guideline | 11

 o Develop school level vision and engagement among the
school community for blended learning.
School o Establish a team to sustain the digital learning training
Leadership delivered by BDLTA as a school-based professional
development.
o Encourage and monitor teachers’ involvement in the digital
learning training delivered by BDLTA for teachers to effectively
deliver blended learning.
o Make available digital infrastructure for blended learning.
o Ensure availability of teaching and learning resource to
support blended learning.
o Monitor and evaluate the implementation of blended learning.

o Participate in and complete the digital learning training

delivered by BDLTA for effective blended learning delivery.
Teachers
o Give ample time to plan for the blended learning (refer to
step-by-step guide).

o Begin to take greater ownership on their learning process.

Students
o Be respectful to their community as digital citizens.

Parents o Encourage and support the learning process and environment.

Blended Learning Guideline | 12

8. Step-by-step guide
Once you are ready to begin planning out a lesson with a blended learning

approach, make sure you have plenty of time for the planning process, creating

content and, if possible, piloting the lesson. It requires a lot more thought than

simply taking some part of your lesson and converting them into online activities.

The step-by-step guide below can be considered as you begin planning your

lesson:

STEP
Set your goals
1

Every lesson has a description, goals and learning objectives. These comprise the

overall picture of the lesson that will drive the entire development process. This will

set key expectations for students, from why the lesson exists to what the students

should be able to know and do by the end of it.

STEP Plan assessments

2

Determine the assessments you will use to allow students to demonstrate mastery

of the learning objectives. These should consist of both summative as well as

formative assessments. At this stage, you do not need to create the assessments

yet. You can simply plan out what they will be and what the students will be asked

to do.

STEP
3
Map it out

Now that you have determined the learning objectives and how students will be

assessed, you can begin laying out how students will get from the beginning of the

lesson to ultimately achieving its end goals.

Blended Learning Guideline | 13

Create a chart to outline your lesson content, according to the order they should

go, and what activities and resources you plan to provide along the way. By

mapping out your lesson visually, it will be easier for you to identify any

underdeveloped activities.

STEP Determine which lesson objective are best delivered as in-person

4 activities

Now that you have determined what your lesson looks like, it is time to factor in the

blended learning element. Your face-to-face class time should be reserved for

activities that require activities such as:

• Synchronous group brainstorming sessions

• Establishing a collaborative learning environment

• Demonstrations and presentations

• Providing immediate feedback to students

Tip: Synchronous, face-to-face time can happen in-person, or virtually. If some

students are in the classroom while others are learning from home, you can use

video conferencing tools to connect with one another.

STEP
5
Determine the online portion of your lesson

While in-person time is reserved for synchronous and group discussions, most

personal assignments will be done virtually. Other activities that can make up the

online portion of your blended learning can include:

• Self-paced learning and activity completion

• Self-assessment quizzes with feedback

• Automatic grading of multiple choice and fill-in-the blank tests

• Asynchronous group discussions

• Video or audio content consumption

Blended Learning Guideline | 14

 STEP
Create and/or find content
6

Creating online content that will be used by your students is the most time-

consuming aspect of designing your blended learning. Allocate more time of your

planning to this step. This is the time for you to create assignments, find all the

reading materials, and create or find your video content.

A great place to start is adapting archived activities and resources that you have

used previously.

STEP
7
Give your blended learning plan a trial run

At this point, you should have an entire “draft” of your lesson complete. Now it needs

some editing and refinement, especially on the online portion of your lesson. You

want your lesson to be fluid and accessible to students, without encountering any

surprise technology speed bumps along the way.

You can carry out the following options for this step:

• Have your peers (preferably those who have taught online and/or blended

learning in the past) and ask them to look at your lesson planning.

• If possible, pilot the lesson with some willing students or your peers, and ask

them to provide you with written feedback.

Blended Learning Guideline | 15

If this is your first time developing blended learning, it is important that you go

through a quality review process and follow the steps below.

Set goals

Plan
Trial run 1 assessments
7 2

Actions
Create/find 6 Timeline 3
content Map it out

5 4

Determine Plan
Online portion Activities

Blended Learning Guideline | 16

9. Models
Several models exist for blended learning. There is no research evidence

suggesting that one model is better than another, rather schools should

consider the relative benefits and challenges of each model in their own

context. It might also be sensible for schools to consider a combination of

approaches if that is what best meets the needs of their students. Below you will

find models that have been identified by school leaders as relevant and can be

implemented in schools.

Rotation Model

Students in a class rotate between different learning activities, at least one of which

is online learning. There are two ways in which this model can be implemented in

schools:

(i) Station Rotation

The Station Rotation model allows students to rotate through stations on a

fixed schedule established by the teacher, where at least one of the stations

involves student-led online learning. This model is most common in primary

and secondary schools because teachers have been using learning activity

stations in their classroom.

Online learning Teacher-led

activities instruction

Collaborative
activities

Blended Learning Guideline | 17

Here are a few examples of the online learning station activities that have been

observed and practiced by teachers in Brunei:

• Quiz such as Kahoots, Socrative, MS Forms, Google Forms, QuizLets, Slido

• Online worksheet such as LiveWorksheets, Google sheets

• Online ReadingTheory

• MS Teams or Google classroom or Edmodo as a platform for assessment,

feedback from teachers, Notebook, online discussion, file storage

• Video analysis from the Youtube, BBC, TripAdvisor

• Simulation such as MIneCraft, PhET simulations

• Accessing dictionary, thesaurus, language translator, pronunciation apps or

web page using MS Translator, MS Words’ grammar/thesaurus tools,

Schmoop, LitCharts, Cannon Webster

• Constructing graph using Maths app, Desmos

• Research on an online article/image to construct a report, Pinterest

• Real-time collaborative documentations using MS 365, Google Documents,

MS Visio, MS Planner

• Presentation software such as using MS PowerPoint, MS Sway, Prezi, Keynote

• Graphic designs such as Keyshot, Sketch Up, Photoshop, PicsArt, InDesign,

Premier Pro

• Create a video or video editing such as using Flipgrid, TikTok, iMovie, Viva,

Adobe Premiere Pro, Final Cut Pro, Filmora, VLLO

• Create animations or coding such as using Scratch

• Making brochure/card/poster using Canva

• Brainstorming app/platform using Padlet Wall, Lucid app

• Create a comic/short story using

• Create a blog/website using MS Sharepoint,

• Create survey using MS Forms, Google Forms

• Daily Lesson Reflections using MS OneNote

Blended Learning Guideline | 18

(ii) Lab Rotation

Similar to the Station Rotation, students rotate through stations on a fixed

schedule. The difference is the online learning occurs in a dedicated computer

lab. This model allows for a flexible scheduling arrangement on the use of

existing computer labs with other teachers. The face-to-face instruction and

other learning modalities in the classroom are integrated with teacher-

facilitated online learning in the lab setting.

Blended Learning Guideline | 19

Flipped Classroom Model

The Flipped Classroom model flips the traditional relationship between class time

and homework. Students learn at home via online work and online instruction, using

various online resources such as video and audio content. Teachers use class time

for teacher-guided practice or projects. This model enables teachers to use the

class time for more than delivering traditional teaching.

In this model, students will be aware of what they will be studying, they come to

class with a basic understanding of a topic, and they are ready to participate in

classroom activities.

School: Practice and projects Home: Online instruction and content

Here are a few examples of the flipped classroom model that illustrates different

ways in integrating in-person and online learning activities:

• Students are given a variety of resources e.g., video, articles, forums to

explore and summarise before attending physical class.

• Students’ comprehension with the given flipped materials is assessed

before class or during class, this is to ensure that students have accessed

the pre-class materials.

Blended Learning Guideline | 20

 • In the class, teacher focus on brainstorming session regarding the pre-

class materials or conduct groupwork activity to apply/construct the

knowledge they have gained with the pre-class materials.

Blended Learning in Hybrid Teaching

The hybrid teaching includes a blended learning component. Some students attend

class in person, while others participate remotely and virtually from home (or from

another school). Teachers teach both remote and in-class students

simultaneously, connecting with the remote students via video conferencing tools

(e.g., Google's Meet and Meet Now in Microsoft Teams) and an online learning

platform (e.g., Google Classroom and Class Notebook in Microsoft Teams). Here

are a few examples of hybrid models that demonstrate various approaches to

integrating in-person and online learning activities:

• The teacher delivers and facilitates class discussion in the face-to-face

class, students complete online assignments based on the classroom

activities, then these online assignments are posted to asynchronous

discussion for online discussion.

Online learning activities Teacher-led instruction

Remote students
joining virtually
Remote students
joining virtually

Collaborative activities
Remote students joining virtually

Blended Learning Guideline | 21

• The teacher uploads lesson online using voiceover software e.g., PowerPoint

or streaming media for students to review, then subsequently students in the

face-to-face class use these preliminary online materials to engage in small

group activities and discussions.

Remote students
joining virtually

Teacher upload lesson online Face-to-face small group

for the students to review activities and discussion

• Students prepare small group projects online, post them to discussion

forums for debate and revision, then present them in the in-person class for

final discussion and assessment.

Remote students
joining virtually

Students prepare small groups Students present in-person in the class for
online for debate and discussion the final discussion and assessment

Blended Learning Guideline | 22

STRATEGIC
questions

Would a combination of the

models best meet the needs
of the students?

Which of the models

align best to support What opportunities
your vision for learning do each of the models
and teaching? give for differentiation
and personalisation for
Students?

What are the

operational challenges
of each of the models?

What information will the

students and parents need for
the blended learning to
Work effectively?

06
Which blend is the most appropriate
for each group and subject area?

Blended Learning Guideline | 23

10. Technology Adoption and Implementation
using SAMR

SAMR stands for Substitution, Augmentation, Modification, and Redefinition. The

SAMR model is a planning tool that helps design better learning activities for

students and helps teachers identify and evaluate how they are in cooperating

technology in lesson. The framework provides pedagogical insight into how

technology is being implemented in the classroom.

The following are examples of how digital tools can leverage students’ ownership

in their learning:

SAMR Level Students Technology Adoption Activities

• Answer online quiz/worksheet/educational games

• Access teacher’s notes/slides from any cloud storage
• Send email, share link to document for access only
S
• Typing notes onto any software/app
Substitution
ENHANCEMENT

• Copy and paste information/image from any browser to

(No functional change)
other software
• Record voice
• Using online map instead of physical globe or Atlas
• Present their unique findings using any presentation software
• Using dictionary/thesaurus/translator apps to improve
A
writing or understanding
Augmentation
• Using online map to measure distance between two places
(Functional
• Record voice to check pronunciation
Improvement)

• Combine audio/video/text and relevant multimedia to

M present their findings
TRANSFORMATION

Modification
(Task redesign)

• Collaborative mind maps and share to others

R • Collaborative documentation to solve a problem
Redefinition • Create a school 360 map to be used by others
(Create new task) • Brainstorm online & create a web page
• Create a relevant movie to show further example

Blended Learning Guideline | 24

11. Addressing Low-Bandwidth in Delivering
Blended Learning

The purpose of this section is to provide options for school to ensure all students

receive quality education through the blended learning models with awareness on

the inequitable access to technology access (internet speeds, quality of internet

and connected devices). Until equity is achieved in technology access, low-cost

and low-bandwidth strategies must be implemented into teacher’s instruction.

Before planning out lessons with a blended learning approach, these basic steps

are proposed to ensure the students can access quality education:

Step 1: Gather real data from students

It is essential to know which aspects of technological access inequity are necessary

to be addressed. Teachers must be aware of the level of technology access their

students have, as task or materials must be accessible to all students.

Questions to Ask Students Purpose of Asking Question

Questions to Ask Students Purpose
When of Asking Questionfor
planning blended learning,

communication with students and their family

What is the best number to reach
you or your family? member are essential, especially through channels

that do not require internet access.

Knowing the number of potential devices in the

Do you have access to a computer
(laptop, desktop) or tablet at home will clarify the student’s ability to have access
home? If yes, how many? to a device as needed or if they must share.

Blended Learning Guideline | 25

Questions to Ask Students Purpose of Asking Question

Educational online platforms have applications

available download that allow students to see,

Do you have access to a smart
phone? Are data limits an issue? complete and remind students of assignments.

Some type of assignments can be completed on a

phone.

It is necessary to understand the percentage of

Do you have Wi-Fi at home? students with access to the internet via mobile data

plans versus those with Wi-Fi.

If there are multiple people in the student’s home

that also require the use of a device, the student

How many people are in your
cannot be expected to have unlimited access to the
home that also need to use the
computer or tablet (siblings, computer as needed. Increase number of
parents, etc.)?
individuals accessing the internet may also interfere

with the speed of the connection.

Streaming content and watching videos are high-

bandwidth activities. If a student and another

Are you and another person able
person are able to do these activities
to watch videos or stream content
(e.g., YouTube, etc.) at the same simultaneously, then the student has access to a
time?
reliable internet connection and allow them to

participate in video conferencing etc.

Blended Learning Guideline | 26

 Questions to Ask Students Purpose of Asking Question

How would you rate your ability (on a scale from 1 to 5

,5 meaning that you are confident in your ability) to

do the following: Educational online platforms

• Upload/download a file? have applications available

• Attach a file to your email? that allow students to see,

• Change the formatting in Google Docs, Word complete and remind students

Online or Microsoft Word? of assignments. Some type of

• Make a presentation using Google Slides, assignments can be completed

PowerPoint Online or Microsoft PowerPoint? on a phone.

• How comfortable are you in using a computer

for school projects?

Step 2: Create low-bandwidth teaching plan

If the students have access to technology required to successfully engage in

remote or distance learning, such as small group work in Zoom or Microsoft Teams

breakout rooms which required high bandwidth, then these should be used.

Otherwise, creating a low-bandwidth plan for students needs to be developed

depending on the variability of technology access.

The bandwidth-immediacy matrix can help teachers to visualize methods of

instruction when planning online instruction outside of the high-bandwidth

activities (low-bandwidth).

Bandwidth refers to the amount of information that is available to be transferred at

one time. High Bandwidth technologies work well for students who have fast and

reliable internet access at home, and unlimited data plans on their mobile

phones. For other students, this can limit their ability to fully participate in lesson

activities.

Blended Learning Guideline | 27

Immediacy refers to how quickly teachers expect their students to respond when

interacting with them and amongst the students. In traditional face-to-face

learning, immediacy is a good thing. However, the biggest advantage of online

learning is it provides teachers and students with more flexibility. Online learning

can make online learning more of a burden if teachers and students are

required to be online at exactly the same time.

Low Bandwidth – Low Immediacy Quadrant:

Readings with text/images, discussion boards and email are often

underappreciated. Tools for file sharing, email and discussion boards might not

seem exciting, but teachers can create fantastic instructional experiences with

them. Tools in Google Classroom and MS Teams can be used as discussion board

to allow members to discuss without the need for real-time video conference.

Blended Learning Guideline | 28

Low Bandwidth – High Immediacy Quadrant:

There are low-bandwidth tools that can add immediacy to students’ interactions.

Tools such as Office365 and Google Drive come with collaborative document

editors features. These tools allow students to edit and comment on the same

document, spreadsheets, or presentation slides. Depending on how the teacher’s

structure the assignment, students could go online at the exact same time, and

write and edit each other’s work simultaneously. Group chat/messaging tools using

mobile-friendly apps such as Slack and GroupMe allow students to post text-based

messages and images without requiring anyone in the group (including the

teacher) to share their phone numbers. These tools allow students to communicate

quickly and easily without scheduling an entire day around a formal video

conference.

High Bandwidth – Low Immediacy Quadrant:

Screencasting (pre-recorded video and audio) allows teachers to record what is

on their computer screen and add audio narration as they record. It adds human

element to online learning because the teacher’s voice creates a sense of presence

that plain text can’t. To keep students engaged it is recommended for teachers to

divide long screencasts into five to ten-minute segments. Free screencasting tool

such as Bandicam and Screencast-O-Matic allow teachers to create and share

videos with students so that they can learn on their own, and use the in-class time

more efficiently.

Asynchronous discussion with video and audio allows students to respond with

audio and video instead of just text. Tools such as Flipgrid and VoiceThread

provides user-friendly feature to video and audio-based commenting that go

beyond plain text.

Blended Learning Guideline | 29

High Bandwidth – High Immediacy Quadrant:

This quadrant is reserved for tools that require both high bandwidth and high

immediacy, and videoconferencing tools such as Zoom, Google Meet, Microsoft

Meet Now are a great way to engage students when they truly need to see and

hear each other in real time.

Unfortunately, videoconferencing is one of the most inflexible and bandwidth

intensive activities teachers can ask students to do. Before teachers rely on it too

heavily, look at the other quadrants and evaluate if there is any other way to

accomplish the learning objectives without it.

Video conferencing can be made more low-bandwidth friendly and below are a

few strategies:

• Having fewer people per video conference

• Decreasing video quality

• Turning off participant video feeds

• Limiting screen sharing

Blended Learning Guideline | 30

12. Sumber
Digital Resource Management System

To support teachers in adopting

technology in a blended learning

approach, a platform has been created

to assist teachers in easily finding,

accessing, and sharing digital resources

such as PDF, PowerPoint slides, Word

document, Digital Quizzes etc. relevant

to the local curriculum. You may access

the platform at sumber.moe.gov.bn

Dynamic main search bar

As you continue to type, the search results will
update to show more specific and relevant
resources, helping you to find the most suitable
materials for your teaching needs.

Advanced Search
teachers can quickly narrow down their
search for resources by selecting the relevant
subject and cross-referencing it with the
appropriate year level.

Quiz bank collection

Teachers can easily make a copy of the
shared Microsoft and Google Quizzes, modify
it, and distribute it to their pupils. The feature
will save the teacher a significant amount of
time when planning quizzes and digital
assessment.

Blended Learning Guideline | 31

13. MOE TV
MOE TV is an educational video streaming platform for teachers, students and
parents that can be accessed from school and at home.

It offers lesson content in the form of exciting

videos that can be embedded into any

Learning Management System (LMS), such as

Microsoft Team, Google Classroom, and

others, as an assignment, information, or part

of a flipped classroom activity under the

blended learning model.

Any device with an internet link, including

smartphones, tablets, laptops, and desktop

computers, can access the platform. It is

intended to be simple to use and explore.

The platform is available at tv.moe.gov.bn.

Blended Learning Guideline | 32

ACKNOWLEDGEMENT

The Ministry of Education would like to express its heartfelt gratitude to:

- Shahrizal bin Haji Emran (Former Head of EdTech Centre)

- Abd Walid bin Haji Misli (EdTech Centre)

- Haji Kairulazhar bin Haji Rosli (EdTech Centre)

- Shahrifah binti Haji Mohd Shahlan (Pusat Tingkatan Enam, Sengkurong)

- Norsidah binti Haji Masri (Curriculum Development Department)

- Dr Hajah Noraiman Al-Ain binti Haji Jamain (Curriculum Development Department)

- Dk Nurafiqah Fikriyah binti Pg Muhammad Rafee (Curriculum Development Department)

and the schools involved in Blended Learning research, namely Pusat Tingkatan Enam

Sengkurong, SR Lambak Kanan, Jalan 49, SR Serasa, SR Orang Kaya Besar Imas, Subok, SR

Paduka Seri Begawan Sultan Omar Ali Saifuddien, Kuala Belait, and SM Pengiran Anak Puteri

Hajah Masna for the Blended Learning presentation, as well as everyone who was involved

in the development and publication of the Ministry of Education Blended Learning Guideline.

Blended Learning Guideline | 33

edtech.moe.gov.bn/blendedlearning

Blended Learning Guideline | 34