EIT 632: Blended Learning, Instructional Technology and Future Schools

This report, prepared for the EIT 632 course, delves into the concept of blended learning, also known as hybrid learning, which combines traditional classroom instruction with online learning. It examines the reasons for adopting blended learning, highlighting its advantages such as increased student control, access to resources, and personalized learning experiences, while also acknowledging the limitations of technology dependence and potential setup costs. The report further discusses the application of Robert Gagne's nine steps of instruction and the nine events of instruction in the context of blended learning, emphasizing the importance of planning, identifying learning outcomes, and utilizing appropriate media to motivate learners. The author provides a personal opinion on the effectiveness of blended learning and discusses the 'School of the Future' concept, incorporating instructional theories to enhance learning outcomes. The report provides insights into the evolving landscape of education and the integration of technology to improve the learning experience.

Running head: INSTRUCTIONAL TECHNOLOGY 1
ASSIGNMENT
MAY 2018 SEMESTER
SUBJECT CODE : EIT 632
SUBJECT TITLE : FUNDAMENTALS OF INSTRUCTIONAL
TECHNOLOGY
LEVEL : MASTER
STUDENT’S NAME :
MATRIC NO. :
PROGRAMME :
ACADEMIC FACILITATOR :
LEARNING CENTRE :

INSTRUCTIONAL TECHNOLOGY 2
PART A: Blended Learning
Introduction and overview of Blended Learning
Blended learning is also known as hybrid learning, and it is a combination of two sets of
education where there are the independent learning and the typical traditional classroom learning
with tutors and instructors (Jonassen, Howland, Marra & Crismond, 2008). Currently, the
learning methodology has had many definitions for it, and no single person can define it
conclusively. According to Garrison and Kanuka (2004) students and teachers under this system
approach learning from a different perspective, unlike before, where there was the addition of
computers or teaching aids to classrooms, most of the work and activities that are done in class
are performed or carried out by an individual thoroughly trained in education (Khine &
Lourdusamy, 2003). Besides that, there are learning materials that the same expert provided to
learners in the form of lectures that have been pre-recorded by him/her. Also, students are given
a structured time guide through the materials and resources provided in the lectures and also
from the skills acquired from and during classroom experience. In some cases, the individual
semester of a blended learning class often adds emphasis on the classroom time so that learners
may get a glimpse of that is to come later. Afterward, as the semester progresses, the instructor
or facilitator begins giving more workload to learners so they can do with the help of online
resources and independent studies (Valiathan, 2002).
Blended learning utilizes classroom time for such tasks and activities that may require
the interaction of the student and the instructor directly. Over the years, traditional learning has
been used in most institutions, and their method has always been delivery of learning materials
and resources to learners by way of lectures (Crawford & Jenkins, 2018). However, changes
have started coming to the systems of learning and education where instructors van pre-record
and videotape lessons before the time of teaching and learners can utilize such materials on their
own. Students only come to the classroom where there is a need to solve problems or in some
cases worth together through some complicated tasks. Besides that, the system is very open
where 0ver 30% of the work is done online while 70% is done via classroom time ((Jonassen et
al., 2008). In most cases, learners are encouraged by facilitators and instructors to engage more
in discussing essential aspects and concepts online with the help of the tutor or online study
software like the wiki. Blended learning ensures that all the materials for learning are availed on
the web for learners to access and utilize whenever they need (Singh, 2003).

INSTRUCTIONAL TECHNOLOGY 3
Reasons for Adopting Blended Learning in Institutions
Schools should adopt blended learning in their curriculums, and there is more than meets
the eye when it comes to the method. First, students and instructors have grown a preference for
blended learning as compared to the traditional education. The reason is that it is effective, in this
method, students have the advantage of benefiting from both conventional and virtual learning.
With the many smartphones and tablets in the hands of students and also computers, students can
now fit what they ought to do during their course with their other activities. It allows students
continue learning and participate in the classroom activities while engaging in other essential
activities of their preference (Crompton, 2014). Also, the flipped classroom model that is widely
used is the best when it comes to using the independent time to learn the materials and also
introducing new ideas and concepts. Therefore, with the many techniques and tools used,
learning can cover most of the aspects it is required to in a short period.
Secondly, the students get more value through the system. There is a wide range of
learning resources that are available to the students both online and in classrooms. Besides that,
when the classroom hours are exhausted, students can still benefit from the online materials and
the pre-recorded videos and audio which are at their disposal (Evseeva & Solozhenko, 2015).
Thirdly, students get more control, since there are many learning materials and resources,
students can plan their learning time and journey, therefore, giving them more control over their
learning outcome. In the event of finding difficulties, they can also revisit the materials available
and go through the concept that was not understood until they grasp the whole concept.
Additionally, teachers can easily carry out assessments, and this enables students to keep up and
know the progress of their learning (Hameed, Badii & Cullen, 2008).
Advantages
Students in blended learning have access to learning materials and resources anytime and any
day throughout the year. The method helps students get help from the public resources on the
internet, and they may not necessarily need the help of tutors whenever they have difficulties.
Limitations of time which were experienced during the traditional method of learning are
eliminated (Valiathan, 2002). Also, there is the uniqueness of personalized experiences, where
learners have different abilities and capabilities, and therefore they can choose what works better
for them since not all people are the same. Those who are quick of understanding and those who
are slow can have an experience that suits them all according to their preferences. As a result, the

INSTRUCTIONAL TECHNOLOGY 4
learner through this system can focus on whatever skills and information he/she needs and dos
not need to go through materials that are not relevant. Besides that, there is an improvement in
the collaboration and communications where the learner can grow and become better even in the
absence of the instructor (Snodin, 2013). As a result of that, an interaction between the relevant
participants and their instructors is enhanced making it better. Finally, the method is cost-
effective, in traditional learning, there is a lot of traveling and therefore students spend more
money, and when they miss classes, they miss out on work. However, this method saves the time
spent traveling and the possibility of missing the class.
Disadvantages
Technology dependence has its downside like the internet availability when students and
participants must use this method, and there must be a reliable internet connection to facilitate
the learning. Besides that, leaners must be aware of the technology and how to use it, if not they
may end up wasting resources offered to them because they can’t use the technology (Garrison &
Vaughan, 2008). Additionally, the costs of setting up this program might be costly and may
require a lot of investment to kick start. Having various departments could see the costs rise in a
short period but in the long run, the same costs will pay off in a big way.
Personal Opinion on Blended Learning
Learning is now taking a different shape, and with the introduction of technology in
education, many changes are necessary for the greater good. In my assessment, I find blended
learning engaging and unique. Using both traditional and blended learning is better because
students get to know what they are weak in and how they can make efforts to improve. Also,
they enjoy the quick feedbacks from tutors who are trained in providing such information.
However, learners have different preferences when it comes to learning, and some would feel
comfortable engaging each other in blended learning whereas other would opt out. Either way,
institutions ought to find the best way of implementing the system by considering both the needs
of those who are for it and those who are not. Also, since the method uses a ratio of 70:30 in
classroom and e-learning respectively, tutors must find the right balance to enable all students to
benefit from the technique.

INSTRUCTIONAL TECHNOLOGY 5
PART B
The School of the Future
In the first video on the topic of instructional theories, there are different theories of
learning. According to the theory by Robert Gagne, there are nine steps to a good instruction
which can make any learner grasp many things and improve outcomes (Gibbons, Boling &
Smith, 2014). Before the good instruction can become anything desirable and productive, there
has to be proper and planning which Robert Gagne has helped out in drafting nice steps. First,
there has to the place where the instructor identifies the outcomes of learning. In this case, the
instructor determines what exactly he/she wants the students to learn (Branch & Kopcha, 2014).
By doing this, the instructor will be able to provide the learner with feedback at the end telling
the learner whether they have got the point he/she was trying to pass across, or they still need
more work. Secondly, the instructor has to identify the skills and knowledge that the learner
ought to have as a prerequisite. In this case, the learner must possess some skills or knowledge
which will enable them to become successful before beginning the learning process (Bates,
2005).
The third step is that the instructor must strive to identify and discover the kind of
instruction that the learners need to have got or received for them to attain the desired outcome.
At this point, the instructor must decide the exact things that he/she needs to teach the students,
by so doing, their instructions must point students to the set goals of the learning. After that, the
instructor then has to set the scope for learning and the context. The instructor should then tell
the students what they need to learn precisely and where they need to get the learning materials
to facilitate the same (Reiser, 2001). Since learning occurs at different phases, the instructor must
make a distinction and a record of the traits of the learners. This process aims to allow the
instructor to look at the learners he/she has and see what their differences are in that context. The
characteristics will enable the instructor to know what kind of instruction each learner or group
of learners need for him/her to realize the outcome of the instructions effectively. The sixth key
is finding the right media for giving or disseminating the instructions to the learners. Under this
section, the instructor chooses what is best for the learners, whether it be books or videos or
audio notes, he/she must select what will bring out the most out of the learners at the end of the
day.

INSTRUCTIONAL TECHNOLOGY 6
Besides that, learners like any other people need motivation, and the instructor has to
provide for their motivations (Herreid & Schiller, 2013). The aim of this is to motivate them and
get them excited about learning the content that the instructor has for them during that particular
period. Also, the instructor must find a way of testing the learners to see what they have got out
of the instruction. The test can be in the form of evaluations where a small group is tested before
testing or trying it on the rest of the group. Finally, the instructor has to judge the effectiveness of
his/her instructions (Strayer, 2012). In this case, the instructor has to evaluate the instruction and
see whether it worked by achieving the planned goals and objectives or not. Besides the nine
steps to good instruction, Gagne also came up with the nine steps of delivering the instructions.
All instructions must be delivered in such a way that they lead the learner to a specific goal and
outcome (Bergen Jr & Han-fu, 2002). The first step is helping the students by getting their
attention. Since the instruction involves the use of software and other learning material, it’s
important to get the learners to concentrate. After their attention is achieved and secured, the
instructor must share with them the learning objective. The instructor should be telling them
what they ought to do and why as they continue learning the use of the new software (Guzman &
Nussbaum, 2009). Since there will be a lot of information being given out to learners, there is
always the tendency to forget some information along the way. Therefore, the instructor must
ensure that he/she makes a habit of stimulating the recalling of the previously learned or shared
information. In the event, the instructor had taught them about using some of the sites and getting
the information he/she must remind them before proceeding further.
Afterward, the instructor ought to present the information that the students need
(Slomanson, 2014). The information being given may be entirely different from the previous
steps. In this part, the instructor has to demonstrate to the learners how to use the instructions or
the information that he is offering them in a way that they can understand. When the information
sinks home, the instructor can now provide them with guidance on the various objectives of the
process. In this step, the learners are taught how to perform or carry out their tasks, and this can
be best done through a PowerPoint presentation. As the students are doing the tasks and
understanding the requirements, the instructor should now elicit performance where he/she
allows them to do it on their own and then try to see how they are performing (Al-Bataineh,
Anderson, Toledo & Wellinski, 2008). At this stage, they may be in groups and while they are
trying out the instructions and following the guidelines, the instructor could be going around

INSTRUCTIONAL TECHNOLOGY 7
providing feedback to them. He/she can answer questions and respond to their concerns in those
groups. Also, at this point, the instructor can give out a quiz to the students to test their
understanding, by doing so, it’s easy to provide feedback to the learners on their performance
(Raymond, 2016). Afterward, the instructor can assess the learners, he/she can allow the learners
to say what they recall about the procedure that he/she has already taught them previously. For
example, they can now begin explaining the use of the software from the start to the end, and the
instructor has to evaluate their understanding.
Finally, there is a need to help them retain the information and practice the same in the
real world (Borchers, 2000). After teaching them how to use the software and they have fully
understood the concept, it’s good to allow them to find a way of keeping that information and
also applying the same in their world, be it at work or wherever they spend most of their time.
The best part of this theory and method is that it motivates the learner into liking the subject and
makes the learner excited. The essence of learning is about presenting information to the learner
in the right way that can make him/her understand it easily (Jones & Marsden, 2006). Besides
that, learning should be able to improve the retention of knowledge in the learners. In most parts
of the world, students are given a lot of things to study read and be tested, and they end up
memorizing the part which is needed for exams. However, such kind of learning is ineffective
and faulty, and it can make the learner progress only to forget the things he/she studied a few
years or months back (Rogers, Sharp, & Preece, 2011). Learning in the future should and will be
readily available to the learner and that he/she does not need to travel miles or pay so much to
get access to the same.
Learning should be easy to be transferred, in such cases simple gadgets like phones
should be able to transfer the same to the students and help them get the most of the information
needed (Ong & Tasir, 2015). In the future, learning will not be bound by languages like it has
been in the past, as there are many software that have been developed to translate languages
making each detail easy to understand in almost all languages (Bates, 2005). Besides that,
learning should be able to leave the classrooms and teaching halls I to the marketplace and into
the real world. Learners should be able to apply and use the knowledge they have in the real
world. E-learning is making learning global and easily accessible to people from different parts
of the world. E-learning also has the part where it helps the learner to search for information and

INSTRUCTIONAL TECHNOLOGY 8
answers outside the classroom setting or the traditional setting. Learners can access various kinds
of information they want on YouTube, iTunes, wiki among others.
Among the most common ways, e-learning is happening today through the social media.
It is evident that learning takes place on different platforms and through different media, people
get information all the time and from various sources. The internet has a lot of information that
can widen the scope of learners when it comes to learning (Anderson, 2008). Different people
have published material that the learner can compare and evaluate and come up with a sound
solution or answer the questions. Classroom time has been overemphasized for years even
though its productivity has not been that much. However, with the coming of the e-learning and
the learning software, learners can now get more information for their studies and achieve their
outcome beyond the instructor’s expectations (Tavangarian, Leypold, Nölting, Röser & Voigt,
2004).

INSTRUCTIONAL TECHNOLOGY 9
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