Purposes of Blended Learning Examples of Effective Strategies

Open interaction

Knowledge creation

Information distribution

Efficient management

Creating small-group debate/discussion teams

Encouraging integration of classroom lec­tures and readings in debate and discussion Assigning facilitator and wrapper Integrating online activities in evaluation of student performance Reducing classroom time during online activities

Inviting external experts to online

classroom

Combining asynchronous and synchronous

online interactions

Promoting anchored learning by requiring

students to preview materials for online

discussion

Integrating online activities in evaluation of

student performance

Reducing classroom time during online

activities

Posting articles to read before each class

begins

Posting materials used during class to

review afterward

Tracking students' viewing of articles and

materials

Sending personal messages to students

who do not check articles and materials

Allowing electronic submission of

assignments

Creating a list of standardized feedback

Combining standardized feedback with

personal messages

By using WebCT, the instructor was able to handle assignment papers elec­tronically (without hard copies) and quickly provide more individualized feedback to sixty students.

Table 19.1 summarizes some effective pedagogical strategies for blended learn­ing at ICU to achieve different instructional purposes.

The Handbook of Blended Learning

Conclusion

Blended learning in Japan in general, and at ICU in particular, takes many forms. Using a variety of blended learning cases and strategies in Japan, it is clear that blended learning is not only a matter of new possibilities but also brings with it new implications and challenges.

Adapting Instructional Designs for Blended Learning

With the emergence of e-learning and blended learning, the concept of instruc­tional design is gaining public attention in Japan. While conventional instructional design models and strategies in general can be applied in blended delivery of in­struction Jung, 2003; Jung & Rha, 2000), specific strategies of instructional de­sign still need to be developed and adapted for blended learning environments. For this purpose, continuous staff development programs that emphasize course design and interaction strategies for blended courses, and appropriate technical skills need to be integrated into a university system in order to improve the qual­ity of blended learning.

Establishing an Integrated Support System for Blended Learning

In Japan, it is difficult to find a university that provides pedagogical and tech­nical support services to its faculty for integrating online technologies in their courses. Our experience in blended learning tells us that an organized support system, including on-demand help, is necessary to encourage faculty and stu­dents to develop and strengthen their competencies in blended teaching and learning processes.

Establishing a Quality Assurance System of Blended Learning

There still exists strong doubt about the quality of e-learning and blended learn­ing in Japanese universities. A university system for monitoring and evaluating the development and implementation of e-learning and blended learning will be required to ensure the quality of the educational services and provide account­ability to the public (Jung, 2004a). In particular, continuous monitoring and feedback from students, which has not been popular in Japanese universities, will help identify problems in e-learning and blended learning and suggest possible solutions.

Blended Learning in Japan

Improving the Cost-Effectiveness of Blended Learning

Most of the universities in Japan, as in almost any other country, have financial difficulties. Without proving or improving the cost-effectiveness of blended learn­ing, it will remain difficult to secure funds necessary for integrating online tech­nologies in conventional classroom teaching. Partnerships with business sectors can help reduce the investment costs of hardware systems (such as a computer networks), recruit high-quality students, and encourage advanced technical skills (Jung, 2004b).

Introducing Flexible University Policies

Most of those enrolled in Japanese universities are full-time students between ages eighteen and twenty-one. Classroom-based teaching and learning is a conven­tional mode of university education for those students. University policies and reg­ulations have been developed based on this culture. However, recent changes in the legal status of universities and the introduction of online technologies in higher education are forcing Japanese universities to review and revise their policies and regulations. To attract part-time adult learners, flexible policies toward ac­cess, curriculum, methods, and learning processes have to be developed and in­stitutionalized. Policies such as requirements for classroom attendance should be reviewed.

References

Clark, T. (2003, April). Message posted to Feature of hebig.com, archived at https://www.hebig.com/interviews/.

Economist Intelligent Unit & IBM. (2003). The e-learning readiness rankings. Retrieved June 30, 2004, from https://graphics.eiu.com/files/ad_pdfs/eReady_2003.pdf.

Interfaculty Initiative in Information Studies (2004). iii online. Retrieved June 30, 2004, from https://iiionline.iii.u-tokyo.ac.jp/index.php.

International Christian University. (2001). ED handbook. Tokyo: ICU Press.

International Christian University. (2004). Bulletin of the College of Liberal Arts, 2004. Tokyo: ICU Press.

Jung, I. S. (2003). Online education for adult learners in South Korea. Educational Technology, «(3), 9-16.

Jung, I. S. (2004a, March 20-22). Quality assurance and accreditation mechanisms of distance education (including e-learning) for higher education in the Asia Pacific region: Jive selected cases. Paper presented at the UNESCO Workshop on Exporters and Importers of Cross-Border Higher Educa­tion, Beijing, China.

CHAPTER TWENTY