1.

0 BLENDED LEARNING

1.1 DEFINITION OF BLENDED LEARNING

The education system has been revamped to equip the e-learning generation. The
classroom setting and the teaching methodology have been adopted to meet the
transformation requirement. One of the widely spoken and heard in Malaysian
Education system is the blended learning. Blended learning is defined as a student-
centred, self-paced, flexible and multi-modal approach to learning (Garrison &
Vaughan, 2008; Neals, 2010). In another study Moskal, Dziuban & Hartman, 2013)
defines blended learning as connecting traditional classroom learning and teaching to
e-Learning activities such as asynchronous work. Naemah , Jamal & Saiful (2016)
argued that blended learning is a superior single delivery teaching approach that
combines advantages of both conventional face-to-face classroom instructions with an
online learning experience. Agboola (2005) concluded that the notion of e-learning
should be about using the computer and the Internet technology to disseminate
knowledge to learners effectively and to enhance the performances of both the
teacher and the learner by utilizing information and communication technology (ICT)
for the purpose of instructional delivery. There are various study in different
perspective has been done by researches in teaching English as a second Language.
Many researchers perceived that blended learning as an innovative teaching
approach that combines diverse delivery media, which support a meaningful and
exciting learning experience.

1.2 The Advantages of Blended Learning

Blended learning is salient in today’s classroom interactions. This is due to various

significant reasons Guzer and Caner (2014) stated that a study by Woltering, Herrler,
Spitzer, and Spreckelsen (2009) found that blended learning enhanced student's
enthusiasm and satisfaction on their learning outcomes. Lalima & Kiran (2017) agreed
that blended learning has its advantages such as students have more strengthened
professionalism as they develop qualities like self-motivation, self-responsibility and
discipline and students gain advantage of online learning and Computer Assisted
Learning without losing social interaction element and human touch of traditional
teaching. The blended approach also offers the opportunity to use time in a more
effective and flexible way by extending instruction time out of the class walls. Thus, it
is proven that the blended approach had a positive effect on students’ learning (Chak
& Fung, 2015; Zurita, Hasbun, Baloian & Jerez 2015;Tuckman 2002; Lilja, 2001). In
addition according to Azizan (2010) that utilization of technology in physical
classrooms offer extra resources for the students and this is expected to enhance
learners’ confidence and competence as well as improve the quality of learning. Chen
and Jones (2007) reported blended learning gives deep understanding of topics by
using web-based resources as well as active participation of students in class. Yuen,
(2010) concludes, online learning engagement provides an interactive setting for
communication among teachers and students in the classroom and may facilitate
cooperative activities even beyond the classrooms

1.3 Challenges of blended learning in Classroom

Despite the advantages of the Blended learning, it has its limitations too. It should be
borne in mind that, blended learning integrate using of computers, internet and Web
2.0 tools. The main challenges in executing the blended learning approach are the
connectivity and technical problems. Alhawiti (2011), whose study observed that “poor
technical expertise and infrastructure are the major barriers that prevent faculty
members from adopting online education,” let alone the students. In another study
done by Rohi (2017),said he encountered several issues in the implementation of the
blended learning-based design. The issues are the ones related to the facilities
(internet network) and the students’ attitude. Purwaningtyas (2016) agrees with Rohi
and found that although the school had internet network, it had yet been sufficient in
facilitating the implementation of the blended learning. In a similar study Barbour, M.
K., Hasler Waters, L., & Hunt, J. (2011) reported that globally students located in
urban settings have the highest level of access to blended or online classrooms,
followed by students attending large schools. Less than half of reporting countries
indicated that blended or online learning was available to students in rural or suburban
settings or to those attending small schools. Another disadvantage encountered with
blended learning in the classroom is the security factor Online educational
informational so lacks the security of a live classroom. Teachers have no way of
confirming that a particular student has completed a specific assignment. Thus, with
these flaws, blended learning meet a great challenge when implementing in the
classroom.
.
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