Modules in Special Topics in Education Alejandro L. Giray, Jr.

UNIVERSITY OF EASTERN PHILIPPINES

LAOANG CAMPUS
Laoang, Northern Samar

MODULES in
SPECIAL TOPICS IN
EDUCATION

Alejandro L. Giray, Jr.

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Modules in Special Topics in Education Alejandro L. Giray, Jr.

Modules in Special Topics in Education

Alejandro L. Giray, Jr.

Copyright 2020

All rights reserved.

No part of this material can be reproduced without the prior
permission from the author.

Published by the
University of Eastern Philippines Laoang Campus

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Modules in Special Topics in Education Alejandro L. Giray, Jr.

1 FLEXIBLE LEARNING FORMATS

The classroom is a place of learners with different characteristics,

idiosyncracies, and personalities. Thus, a teacher is faced with the challenge of
coming up with a variety of learning approaches in such a way that every learner
maximizes the classroom experience to develop him/herself. Along with this
What do I
challenge, teachers have come up with ways of complementing the face-to-face
need to
instruction set-up with ways which highlight the use of technology.
learn?

In this module, the learners will be acquainted with flexible learning formats.
Specifically, at the end of the lesson, the learners are expected to:

 describe the features of flexible learning formats such as blended

learning, distance learning, etc.; and
 explain the different formats and approaches of blended learning.

Why Flexible Learning Environment?

With the increasing variety of learning situations in schools and with the
need for education to be more accessible than ever, schools need to provide
What do I flexible learning environments to learners.
need to
know? A flexible learning environment is much more than just flexibility in the
physical floor plan or furniture choices. Modern flexible learning environments
also address other elements of the learning environment such as how students are
grouped during learning and how time might be used more flexibly during the
day.

Flexible learning environments imply that the school adapts the use of
resources such as staff, space, and time to best support personalization.
Personalization means a combination of different structures, instructional
strategies, and curricular approaches that allow a learner to have access to what
they need when they need it, to know what their next steps are in their learning,
and to pursue areas of strength and interest. Flexible learning means offering
students a choice in when, how and where they study, to fit learning around other
commitments. This includes allowing people to study at a slower or faster pace,
providing options for where learning takes place, as well as how to access course
information and assessments. It can also mean more choice in how to enter and
leave study, take breaks and re-join later.

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Modules in Special Topics in Education Alejandro L. Giray, Jr.

A flexible learning environment improves learning. Using flexible grouping

and time allows students to be pushed further in their areas of strength and to get
additional time and support in areas of challenge. A flexible learning environment
also increases teacher effectiveness. When teachers work more collaboratively
together, the benefits are substantial. Teachers learn from each other and get
more regular feedback on their instructional practices. The level of transparency
in a more flexible environment encourages teachers to work at the highest level
possible.

Flexible learning can be:

1. Classroom-based. This involves primarily on-campus study on a part-

time basis, with higher education institutions increasing the use of online
technology alongside face-to-face teaching.
2. Employer-based. This form of learning enables students to combine
work with study, bringing together higher education providers and
employers to create new learning opportunities in workplaces. Examples
include apprenticeships and sandwich courses.
3. Online learning. This form of learning is done through non-credit
bearing courses such as Massive Open Online Courses (MOOCs) and
Continuing Professional Development (CPD).
4. A combination of these methods

OPEN AND DISTANCE LEARNING

Open learning and distance education represent approaches that focus

on opening access to education and training provision, freeing learners from
the constraints of time and place, and offering flexible learning opportunities
to individuals and groups of learners. Open and distance learning is one of the
most rapidly growing fields of education, and its potential impact on all
education delivery systems has been greatly accentuated through the
development of Internet-based information technologies, and in particular the
World Wide Web (UNESCO, 2002). The term distance learning is used as a
synonym for the more comprehensive and precise term distance education.

Distance education or distance learning can be defined as any form

of education in which the teacher and the learner are separated in either time or
space. Formerly called home study, and then correspondence education, distance
education was then delivered via radio and TV broadcast in different countries.
Currently, more distance education is delivered via Internet and computer
communications technologies.

Often, students learn in the comfort of their own homes or satellite areas set
up by their schools. Regardless, the learning process is almost exclusively
individual. Teachers may use webinars, videos, audio recordings, email, snail mail,
or textbooks to teach their students. In that respect, distance learning actually
relies on online learning. In fact, distance learning is a highly-specific subset of
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Modules in Special Topics in Education Alejandro L. Giray, Jr.

online learning since it frequently takes place over the Internet. The biggest
advantage of distance learning is right in its name. Students in any part of the
world only need Internet access to learn, complete assignments, and earn
credentials in their field.

Distance learning can be –

1. Virtual classes. These are online learning sessions that are conducted via
the internet. Such online learning sessions can take the form of web
conferences, live broadcasts, or teleconferences. One advantage of virtual
classes is that they give learners the opportunity to participate in learning
activities together with fellow students. Virtual classes therefore eliminate
one of the disadvantages of distance learning – the lack of social
interaction during the studies.
2. Synchronous. Meaning ‘at the same time’, it is learning that involve live
communication through either chatting online, sitting in a classroom, or
even teleconferencing. It is one of the most acclaimed distance learning
types that are most suitable for engaging in continuing education
programs.
3. Asynchronous. Meaning ‘not at the same time’, it is a type of learning that
has a strict set of deadlines, often a weekly time limit; however, it allows
learners to learn at their own pace. It is also one of the most popular
distance learning types because students can communicate with each
other seamlessly through online notice/bulletin boards. Programs and
courses with plenty of project and assignment work drive well in this
format because it provides learners with enough duration to focus on the
assigned work.
4. Hybrid. Hybrid distance learning combines asynchronous and synchronous
learning to form a structure where learners are required to meet at a
particular time in an internet chat-room or a classroom. With this platform
though, students are required to complete their work at their own pace.
Hybrid courses are often offered when learning institutions lack enough
space to accommodate all their program course loads.
5. Electronic learning. Electronic learning is one of the most popular distance
learning types, often known as e-learning, which enables learners to access
course material(s) on a computer. DVDs, CDs, and different computer-
based tools are used to deliver electronic learning courses.
6. Fixed time online courses. These are classes that are strictly online, but
students are required to log-in to the online learning environment at a
specific time. Fixed time classes have a mandatory live chat component.
7. Correspondence Learning. With correspondence learning, textbooks, study
guides, assignments and other study materials are received via the post.
These materials can be worked in one’s own time and at one’s own pace.
Depending on the institution through which one choose to study a course,
a tutor or instructor is sometimes tapped for help via e-mail, telephone,
instant messaging, or post.

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Modules in Special Topics in Education Alejandro L. Giray, Jr.

E-LEARNING

E-learning (or electronic learning) refers to anything that is offered, enabled,

or mediated by electronic technology for the purpose of learning. This term
includes stand-alone computer-based training, online or web-based learning, and
learning mediated by mobile phones, tablets, and other devices (Alsalhi, et al.,
2019). This also describes learning done on a computer, usually connected to a
network, giving students opportunity to learn anytime, anywhere (Aleksander, et
al., 2017; Oye, et al., 2010).

E-learning has two dimensions:

1. Communication. Communication via the internet in terms of

communication with others can be conceived as a continuum. At one
end of the continuum, there is little or no human communication; at a
midpoint position there is enriched communication within a course;
while at the other end of the continuum there is very rich communication
via what are called communities of practice.
2. Content. Organization of content for instruction on the internet may also
be conceived as a continuum. At one end of the continuum, content is
not organized for any particular instruction. This occurs when learners
and teachers search the internet for all kinds of information and
resources. At a mid-point position on the continuum, content is pre-
structured by teachers for a particular course or programme. At the other
end of the continuum, content is co-constructed by teachers and
learners together as they create new resources, which they can make
available to others on the web.

The two dimensions of e-learning, communication and content, can be put

together to build a two-dimensional model of e-learning along with the basic
categories of e-learning, as shown in Figure 1.

Figure 3. Basic categories of e-learning (Resta & Patru, 2010)

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Modules in Special Topics in Education Alejandro L. Giray, Jr.

E-learning is often used to refer to online learning, but learning expert Marc
Rosenberg contends that it is only e-learning if the computer is connected either
to the Internet or to an intranet or extranet (private forms of the Internet that limit
access to authorized users). Because they do not require that the computer be
connected to the Internet, learning programs on CD and DVD are technically not
forms of e-learning, although they are forms of online learning (Marcial, et al.,
2015).

Some benefits of learning supported by technology include flexibility,

allowing learning to occur at a distance, at a time and pace appropriate to the
needs of students (Allan and Lawless, 2005; Kimahi and Zhang, 2019); and ease of
updating content (Suresh, Priya & Gayathri, 2018). Shown in Figure 2, Arkorful
and Abaidoo (2016) presented a model for using e-learning in education.

Figure 2. Model for using e-learning in education

ONLINE LEARNING

Online learning means that the educational tool is based on (and accessible
from) the Internet. This can also be heard as "cloud-based" education solutions.
Regardless of its name, online learning programs are anytime/anywhere tools,
which also means learning from home. Online learning tools are a staple of
a blended learning environment. They are most often used in the classroom
during class time. As part of a blended learning environment, students use online
learning for a portion of class time before transitioning to class discussion, skills
practice, lecture, or projects. Teachers use online learning in the classroom as
online learning tools save teachers time and engage students.

Essentially, the major difference between online learning and distance

learning is geography. Students can be together with an instructor and use online
learning, but distance learning implies that students and instructor are
separated. Other differences include location, interaction, and intention. Students
can still be in a classroom with an instructor and use online learning while students
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Modules in Special Topics in Education Alejandro L. Giray, Jr.

are separated from instructors and peers in distance learning. Online learning
requires some degree of in-person teacher interaction. Distance learning means
no in-person interaction at all. Online learning works as a supplement to direct
teacher guidance. Distance learning attempts all but replaces that guidance with
pre-made instruction.

BLENDED LEARNING

Blended learning, sometimes called mixed or hybrid learning, is an approach

to learning that combines face-to-face and online learning experiences. Blended
learning is considered the “new traditional model” (Ross and Gage, 2006) or the
“new normal” in course delivery (Norberg et al., 2011). Garrison and Vaughan
(2008) defines blended learning as the organic integration of thoughtfully
selected and complementary face-to-face and online approaches. Horn and
Staker (2015) considers blended learning as any formal education program in
which a student learns in part through online learning, with some element of
student control, over time, place, path, and/or pace. Hybrid education uses
online technology to not just supplement, but transform and improve the learning
process.

Successful blended learning occurs when technology and teaching inform

each other: material becomes dynamic when it reaches students of varying
learning styles. In other words, hybrid classrooms on the Internet can reach and
engage students in a truly customizable way. According to a scientific literature
review published by the Australasian Society for Computers in Learning in Tertiary
Education, a number of factors impact the success of hybrid learning. Teachers
must be committed to and well trained in blended and hybrid education and its
technologies, and students must have a clear understanding of what is expected
of them in this new environment. Bersin and Associates (2003) suggest that the
best way to implement blended learning correctly is to choose the right
component or media package that will deliver the highest efficiency at the lowest
possible cost.

Khan, et al. (2012) pointed out the differences between traditional learning
and blended learning in Table 8.

Table 1. Differences between traditional and blended learning

Features Traditional learning Blended learning
Location Fixed classrooms and not Any place and flexible
flexible
Method of learning Face-to-face Online and face-to-face
Time of learning Not flexible and at specific Time flexible and any time
time
Usage of technology Using technology not Using the technology is
mandatory necessary and mandatory

Essentially, blended learning employs an appropriate balance between

technology and face-to-face teacher-student interaction to maximize a
student’s learning experience. Blended learning is beneficial because:
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Modules in Special Topics in Education Alejandro L. Giray, Jr.

1. it brings the potential for increased personalization and competency-

based learning.
2. online programs do not have the sole responsibility of instruction.
With frequent interaction with a teacher in smaller groups, students
receive individualized and personalized instruction while developing
relationships that inspire, empower, and instill passion.
3. students are able to self-direct their learning. Students are highly
motivated since they can choose a suitable pace, using a self-
customized path, with instruction delivered at a self-selected time
and place.

The definition of blended learning has three parts, described below:

1. In part through online learning. First, blended learning is any formal

education program in which a student learns at least in part through
online learning, with some element of student control over time, place,
path, and/or pace. In all blended-learning programs, students do some
of their learning via the internet. Online learning means a bigger
instructional shift from a face-to-face teacher to web-based content
and instruction. In some cases, students can choose the time at which
they do their online learning, the path they want to take to learn a
concept, or even the location from which they want to complete the
online work—whether in a classroom or anywhere else.
2. In part in a supervised brick-and-mortar location. The second part
of the definition is that the student learns at least in part in a
supervised location away from home. In other words, the student
attends a physical school with teachers as guides. Blended learning
means that students have at least some on-campus, away-from-home
component built into their schedule.
3. An integrated learning experience. The third part of the definition is
that the modalities along each student’s learning path within a course
or subject are connected to provide an integrated learning
experience. The online and face-to-face components work together to
deliver an integrated course. Most blended-learning programs use a
computer-based data system to track each student’s progress and try
to match the modality—whether it is online, one-on-one, or small
group—to the appropriate level and topic. The key idea is that blended
learning involves an actual “blend” of whatever formats are within the
course of study.

Models of Blended Learning

In blended learning, the combination of face-to-face instruction and online

learning opportunities allows for individualization, flexibility, and greater chance
for student success. Educators have six models of blended learning from which to
choose, so that they can implement a delivery system that works for their
classrooms/students. The models of Blended Learning are summarized as follows:
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Modules in Special Topics in Education Alejandro L. Giray, Jr.

The Rotation Model. This is defined as a class, course, or subject, in

which students rotate from one learning modality to another, at least one of
which being online learning. This is a variation of the learning stations model
that teachers have been using for years. There is a set schedule by which students
have face-to-face time with their teachers and then move to online work. Within
the rotation model are four specific types of rotation: station rotation, lab rotation,
flipped classroom, and individual rotation.

1. Station Rotation. The Station Rotation model allows students to rotate

through stations on a fixed schedule, where at least one of the stations is
an online learning station. This model is most common in elementary
schools because teachers are already familiar rotating in “centers” or
stations.
2. Lab Rotation. The Lab Rotation model, like a Station Rotation, allows
students to rotate through stations on a fixed schedule. However, in this
case, online learning occurs in a dedicated computer lab. This model
allows for flexible scheduling arrangements with teachers and other
paraprofessionals, and enables schools to make use of existing computer
labs.
3. Individual Rotation. The Individual Rotation model allows students to
rotate through stations, but on individual schedules set by a teacher or
software algorithm. Unlike other rotation models, students do not
necessarily rotate to every station; they rotate only to the activities
scheduled on their playlists.
4. Flipped Classroom. The Flipped Classroom model flips the traditional
relationship between class time and homework. Students learn at home
via online coursework and lectures, and teachers use class time for
teacher-guided practice or projects. This model enables teachers to use
class time for more than delivering traditional lectures.

The Flex Model. This model refers to courses where online learning is the
core of students’ learning experience, mostly taking place in school, with teachers
available to enrich students’ online learning experience as needed on a case-by-
case basis. The Flex model lets students move on fluid schedules among learning
activities according to their needs. Teachers provide support and instruction while
students work through course curriculum and content. This model can give
students a high degree of control over their learning.

The A La Carte Model. This model refers to a course that a student takes
online while attending school. The A La Carte model enables students to take an
online course with an online teacher of record in addition to other face-to-face
courses, which often provides students with more flexibility over their schedules.
An A La Carte course can be a great option when schools can’t provide particular
learning opportunities, such as an Advanced Placement or elective course, making
it one of the more popular models in blended high schools.

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Modules in Special Topics in Education Alejandro L. Giray, Jr.

The Enriched Virtual Model. This model requires students to have face-to-
face instructional sessions, but students are given the flexibility to complete the
rest of the classwork online from a location of their choice, at home or outside of
school. Unlike the Flipped Classroom, Enriched Virtual programs usually don’t
require daily school attendance; some programs may only require twice-weekly
attendance, for example.

The Face-To-Face Driver Model. This model works best for diverse
classrooms in which students are functioning at various levels of ability and
mastery. In general, only some students will participate in online learning
components, such as students at mastery levels above their grade level who may
proceed at a more rapid pace or students at mastery levels below their grade level
who are given appropriate skill remediation in an effort to accelerate their
learning.

Online Lab School Model. This model involves students traveling to and
attending a school with total online educational delivery for entire courses. There
are no certified teachers on hand, but, rather, trained paraprofessionals who
supervise. This is a good option for students who need flexibility of scheduling
due to other responsibilities (e.g. job, child-rearing).

Self-Blend Model. This model allows coursework beyond that offered in a

tradition setting in a specific school or district. Students participate in traditional
classes but then enroll in courses to supplement their regular programs of study.
This model is particularly beneficial in the following circumstances:
 A course that is not offered by the school may be taken by a student
who wants additional learning in a specific content field.
 Students who wish advanced placement courses for early college credit
can enroll in courses designed and approved for such.
 Students who are highly motivated and fully independent learners.

The Online Driver Model. This model is the complete opposite of a

traditional face-to-face instructional environment. Students work from remote
locations (e.g., their homes) and receive all of their instruction via online platforms.
Usually, there are opportunities to “check-in” with a course teacher and to engage
in online messaging if an explanation is needed. Schools and districts that offer
this model find that the number of students opting for it increases annually.

Approaches on Blended Learning Design

By examining different processes of designing blended learning courses,

Alammary, et al. (2014) identified three distinct design approaches:

1. Low-impact blend: adding extra activities to an existing course

In the low-impact approach, extra online activities are added to a

traditional face-to-face course. Kaleta et al. proposed that adding extra
online activities onto an already established course normally happens

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Modules in Special Topics in Education Alejandro L. Giray, Jr.

when inexperienced teachers build their first blended learning course. By

simply adding on to their courses, these teachers attempt to get the
benefits of blended learning without investing the effort in rethinking the
whole course objectives within the context of a blended learning model. In
other cases, however, the added activity is a result of a pedagogical need
and proves to be a valuable addition to the traditional course.

2. Medium-impact blend: replacing activities in an existing course

In the medium-impact approach, an existing course is redesigned by

replacing some of the face-to-face activities by online components. The
assumption behind this approach is that some parts of the course would
be more effective as online activities. In some cases, the remaining face-
to-face sessions are kept exactly the same, while in other cases, some
changes are made to the in-class activities (Twigg, 2003).

3. High-impact blend: building the blended course from scratch.

In the high-impact approach the blended learning course is built from

scratch. This approach has been described as full redesign, total redesign,
radical change. This approach is consistent with the common model of
curriculum development, called constructive alignment, in which
assessment tasks are aligned with the learning outcomes (Biggs, 1996).

Figure 3. Factors that influence the selection of blended learning design approaches

Selecting a blended learning design approach should not be made without

considering a number of important factors as seen in Figure 3. Teachers new to
blended learning are advised to start with the low impact blend. After gaining
more knowledge, confidence and experience, they should move to the medium-
impact approach. When applying the medium-impact blend, they could set a
replacement plan for a couple of semesters to familiarize themselves with more
technology and to know their courses better, and after that they could consider
the high-impact blend.

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Modules in Special Topics in Education Alejandro L. Giray, Jr.

Figure 4 shows a sample of how the three blended learning design

approaches is integrated with a traditional face-to-face classes.

Figure 4. Applying the three different blended learning approaches to a traditional face-to-face
course

Answer the following questions briefly but comprehensively. (Please use

separate sheet/s of paper for this activity)

1. Why is there a need for flexible learning environment for learners?

2. How could blended learning be beneficial to learners? Cite examples of
different groups of individuals (e.g. learners with special needs, those who
What do I
are working).
need to do?
3. Looking at the various models of blended learning, what model is
convenient for you if you are to choose one. Why?
4. How are the three blended learning design approaches (Alammary,
Sheard & Carbone, 2014) different from each other?
--------------------------------------------------------------------------------------
 Create a graphic organizer in the form of a Venn diagram of as many
circles to show the interrelationship of the terminologies flexible
learning, distance learning, e-learning, online learning, and blended
learning. Notes should be written in the side of the graphic organizer to
explain highlights of the interrelationships.

 Have a thorough study about massive open online courses (MOOCs) and
open educational resources (OERs). Prepare a report on these flexible
learning formats.

 Create a series of memes. The image to be used should have two persons
in it. The series of memes will look like the characters are having a debate.
The issue that will be discussed in the debate is “Which is better:
traditional face-to-face learning or distance learning?”

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Modules in Special Topics in Education Alejandro L. Giray, Jr.

Look for a research about this topic. Highlight the research problem/s and the
findings of the study. (Please use separate sheet/s of paper for this activity)

Title of Research ____________________________________________________________________

______________________________________________________________________________________
What does Author ______________________________________________________________________________
research say
about this?
Research Problem __________________________________________________________________
______________________________________________________________________________________

Findings ____________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________

Reflect on this questions. (Please use separate sheet/s of paper for this activity)

1. Do you think people will still appreciate the importance of flexible learning
formats in the teaching – learning process even during post-pandemic
What time?
insights and
learning
2. As a future teacher, how will you implement flexible learning formats in
have I
your classroom?
gained in
this topic?

REFERENCES

Alammary, A., Sheard, J., & Carbone, A. (2014) Blended learning in higher education:
Three different design approaches. Australasian Journal of Educational
Technology, 30(4), 440-454.
Where can I Aleksander, A, Tomazevic, N., Kerzic D., Umek, L. (2017). The impact of demographic
get factors on selected aspects of e-learning in higher education. International Journal
additional of Learning and Technology, 34(2), 114-121
information? Allan, J. & Lawless, N. (2005) Learning through online collaboration by SME staff. Educ.
Train. 47(8-9), 653-664
Arkorful, V. & Abaidoo N. (2016). The role of e-learning, the advantages and
disadvantages of its adoption in higher education. International Journal of
Educational Research, 2(12), 397-410.
Bersin & Associates. (2003) Blended learning: What works? An industry study of the
strategy, implementation, and impact of blended learning. Bersin & Associates,
Oakland, CA
Biggs, J. (1996). Enhancing teaching through constructive alignment. Higher Education,
32, 347-364. doi:10.1007/BF00138871
Blended Learning 101. Retrieved from https://elearninginfographics.com/blended-
learning-101-infographic/
Khan, A. I., Shaik, M. S., Ali, A.M., & Bebi, C.V. (2012) Study of blended learning process in
education context. International Journal of Modern Educational Computer Science,
4(9), 23
Resta, P. and Patru, M. (Eds). (2010). Teacher Development in an E-learning Age: A Policy
and Planning Guide. Paris, UNESCO as cited in Anderson, J. (2010). ICT
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Modules in Special Topics in Education Alejandro L. Giray, Jr.

Transforming Education: A Regional Guide. UNESCO Bangkok Asia and Pacific

Regional Bureau for Education.
Ross, B., & Gage, K. (2006). Global perspectives on blended learning: Insight from WebCT
and our customers in higher education. In C. J. Bonk, & C. R. Graham (Eds.),
Handbook of blended learning: Global perspectives, local designs, (pp. 155–168).
San Francisco: Pfeiffer.
Suresh, M., Priya, V., & Gayathri, R. (2018) Effect of e-learning on academic performance
of undergraduate students. Drug Invent Today, 10(9), 1797-1800
Twigg, C. A. (2003). Improving learning and reducing costs: New models for online
learning. EDUCAUSE Review 38(5), 28-38. Retrieved from
http://www.educause.edu/ero

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