Determining The Appropriate Blend Of Blended Learning: A .
American Journal of Educational Research, 2018, Vol. 6, No. 3, 188-195Available online at http://pubs.sciepub.com/education/6/3/5 Science and Education PublishingDOI:10.12691/education-6-3-5Determining the Appropriate Blend of Blended Learning:A Formative Research in the Context of Spada-IndonesiaUwes Anis Chaeruman*, Basuki Wibawa, Zulfiati SyahrialDepartment of Educational Technology, Post-graduate Program, State University of Jakarta, Kompleks UNJ, Jakarta Timur*Corresponding author: uweschaeruman@gmail.comAbstract Deciding appropriate blend for certain learning outcomes is very crucial in designing an effectiveblended learning. Blended learning is not just simply combining face-to-face learning with online learning. Thechallenge is to determine the most appropriate blended learning strategies to achieve a series of desired learningoutcomes. Blended learning designers utilize a model of criteria as a guideline to answer to this challenge. Thisresearch was aimed to develop a proposed model of criteria for determining the appropriate blended learningstrategy. Hence, the research questions become: 1) Is the model created fitting a conceptual framework? and 2) Is themodel created effective and implementable? Consequently, formative evaluation techniques were employed toanswer these research questions, i.e. experts review, one-on-one evaluation, and field test. These methods were usedto collect descriptive and formative data. This study was followed by 7 instructional designers and e-learning expertsas well as 235 lecturers as respondents. Upon completing a series of formative evaluations, result of this studyshowed that the model created is conceptually fitting, effective and implementable as a lecturer’s guide indetermining the appropriate blended learning strategy.Keywords: asynchronous learning, blended learning, e-learning, instructional design model, synchronouslearningCite This Article: Uwes Anis Chaeruman, Basuki Wibawa, and Zulfiati Syahrial, “Determining theAppropriate Blend of Blended Learning: A Formative Research in the Context of Spada-Indonesia.” AmericanJournal of Educational Research, vol. 6, no. 3 (2018): 188-195. doi: 10.12691/education-6-3-5.1. IntroductionE-learning has been popular since the 1980s [1]. It is anumbrella for the terms that refer to the same thing, such asstand-alone course, virtual classroom, embedded learning,blended learning, et cetera [2]. E-learning has tremendouspotential and promises for education. It allows people toshare information and learn widely and collaborativelywithout being blocked by space (territories) and time [3].One of e-learning modes broadly used in higher educationnowadays is blended learning.Generally, blended learning can be viewed as thecombination of face-to-face learning with online learning[4]. But, it is actually more than just combiningface-to-face learning with online learning. Blendedlearning is essentially the combination of the best elements offace-to-face learning with the best elements of onlinelearning [5]. It is the combination of positive aspects ofboth classroom learning and e-learning environment.Consequently, finding and determining the best aspectamong blended learning dimensions is the most essentialblock in building blended learning design. One of themost important questions to be considered is “how toblend? [4]. Further, Su et. al. also mentioned thatinstructors often encounter difficulties in this issue. It isnot only caused by their lack of knowledge and skills butalso caused by the mindset they have formed for manyyears in face-to-face learning [6]. In other words, blendedlearning designers may ask questions as such: “How todetermine the right blend for certain learning outcomes?What criteria can be used to pick the right blend of it?”1.1. Context of Study and Research QuestionsThis study was conducted at the Ministry of Research,Technology and Higher Education (MoRTHE), Republicof Indonesia. In response to the development of advancedtechnology and its application influence in education,especially application of e-learning in higher education,MoRTHE launched a pilot project called SPADA- Indonesia.SPADA stands for Sistem Pembelajaran Daring, whichtranslates to Online Learning System. SPADA-Indonesiais a program aimed to improve the access of studentsto high quality of education through the applicationof blended/hybrid learning. Lecturers from certainuniversities in Indonesia are encouraged to offer blendedlearning courses. The courses can be taken by studentsfrom other universities as a credit earning method/transferprogram. This method allows the credits students haveearned through blended learning courses to be transferredinto their own program at their own university. Until now,51 universities have offered 395 blended learning courses,in which 6,927 students from 116 different universitiesparticipated.Preliminary study of SPADA-Indonesia, followed by50 lecturers as respondents, showed that most of them
American Journal of Educational Research(84%) have no sufficient knowledge in blended learning.Most of them (74%) also have no sufficient knowledge onhow to determine the appropriate blended learningactivities. But, they have to be able to determine it withoutaccompanied by a professional instructional systemdesigner. Whereas, on the other hand, deep understandingof the characteristics of blended learning and the ability todetermine the appropriate blend of it are very important indesigning effective blended learning. Questions as such:“How to determine the appropriate blend for certainlearning outcomes? What criteria can be used to pick theappropriate blend of it?” are relevant to the context of thisstudy.To solve the gap mentioned above, lecturers as blendedlearning designers in SPADA-Indonesia program contextneed a model of criteria as a guideline in deciding themost appropriate blend for particular desired learningoutcomes. This study is intended to design a proposedmodel that can serve as a guideline for lecturers inSPADA-Indonesia program context. The researchquestions that this study hopes to be able to shed answerson include but are not limited to:1. What model is both useful as a lecturer’s guide indetermining the appropriate blended learningstrategy and suitable in SPADA-Indonesia programcontext?2. Is the model created feasible enough to be used as alecturer’s guide in determining the appropriateblended learning strategy?3. Is the model developed implementable enough to beused as a lecturer’s guide in determining theappropriate blended learning strategy?Learning occurs in two kinds of learning setting, i.e.synchronous and asynchronous learning setting [7]; andonline learning and blended learning are often assumed tobe synonymous with asynchronous teaching and learning[8]. Therefore, the model created will be viewed from theperspectives of learning setting mentioned above. To theauthor’s knowledge, no previous study related to this issuehas been conducted. The results of this study are expectedto constructively contribute to the field of instructionaldesign, especially for blended learning design process at amicro level.2. Literature Review2.1. The Importance of Instructional DesignModelDesign is actually a necessity. No activities orinstructional activities without prior planning. Instructionaldesign is actually planning activities. Instructional designis a necessary planning process without which anyinstructional activities can be completed. It is a carefulplanning prior to development [9]. An effective instructionalsystem depends heavily on a good instructional design.Poor instructional design will lead to the poor result ofblended learning process itself [10].Instructional designers need a certain model as aguidance to make a good instructional design. Model isdefined as a pattern which then can be used as a reference.It is a simple representation of a complex form, process,189or idea [11]. A model should be able to show itselement and structure and systematic working procedure[12]. It can also be represented in many forms, suchas graphics, picture, diagram, and even descriptiverepresentation, and interrelated elements that showworking procedure.Model, is also applied in the context of education,especially in the field of instructional design. Instructionaldesign model used by instructional designers as aframework and a guideline in designing an effectiveinstructional system.In this study, the instructional design model needs tovisualize the complex form and idea of criteria on how todetermine the appropriate blended learning strategy. Thiscontext applies to the likes of the SPADA-Indonesiaprogram. SPADA-Indonesia has yet to have ainstructional design model that can be used as lecturer’sguide in designing the appropriate blend of blendedlearning. Of course, hundreds instructional design modelexist today. But, as mentioned by Bonk, the challenge ishighly context dependent with a practically infinitenumber of possible solutions [4]. Study of Snyderrecommended the needs of researchers to continue testinginstructional-design theories and models in differentonline contexts, either build upon those theories andmodels or develop new ones that will provide appropriateand relevant guidance [13]. It means that the most suitableinstructional design model is the one that is the mostrelevant to the context where the model will be applied. Inthis case of study, is the one that is most relevant to thecontext of SPADA-Indonesia.2.2. Blended LearningBlended learning stems from the term known ase-learning. It is a generic term used as an umbrella forany terms such as virtual learning, online learning,virtual class, mobile learning, blended learning et cetera.The authors define e-learning differently. We definee-learning as electronic technology-enabled learning.Some authors emphasize blended learning as accessof learning resources anytime and anywhere [14], byusing any electronic devices such as computer or mobilephones to deliver training, education or learning materials[15]. Naidu, relating e-learning with synchronousand asynchronous learning setting, defined e-learningas an educational process that utilizes information andcommunication technology to bridge learning and learningactivities synchronously or asynchronously [16]. Hortonemphasized e-learning as the application of informationand computer technology to create learning experiences[2].E-learning itself can be viewed as a continuum fromadjunct to hybrid/blended and fully online learning [17].Adjunct is a continuing traditional learning process,enhancing them or extending them beyond classroom hourwith online resources particularly use computer mediatedcommunication (CMC). Hybrid/blended has alreadybecoming an integral part of curricula. Mixing delivery ofcontent, CMC, or online collaboration with face-to-facesession. Fully online learning encompasses all e-learninginteractions which taken place online and include alllearning materials being delivered online [17].
190American Journal of Educational ResearchBlended learning is generally viewed as the combinationof face-to-face learning with online learning. But, actuallyblended learning is an opportunity to integrate the advanceof technology innovation that can be offered online andface-to-face [18]. As a response to the development oftechnology, blended learning is basically the combinationthe best of face-to-face learning with the best of onlinelearning [5].Blended learning also can be viewed from theperspective of synchronous and asynchronous learning. Itis an effort to apply synchronous learning elementssuch as face-to-face interaction with instructors andcollaborative work with peers as a complement ofasynchronous learning activity of individual students [19].It is also the combination of synchronous learning andasynchronous learning components to achieve optimumlearning effectiveness [10].Definitions mentioned above, explained how blendedlearning occurs in synchronous and asynchronous learningsettings. Synchronous learning is a simultaneous learningactivity between learner and instructor at the same time.Asynchronous learning is learning process betweenlearner and learning resources anytime and anywhere [7].Synchronous learning can be divided into two types.First, learning activities that occur between the learnersand instructor/tutor at the same time and place are calledsynchronous physical format. Secondly, a learning processwhere learners and tutors/instructors are able to learnat the same time but at different places are calledvirtual synchronous [20]. Asynchronous learning canbe divided into two types. Firstly, collaborativeasynchronous learning, a learning process where learnersand tutor/instructors are able to learn at anytime andanywhere with others, such as learning from discussionforum, assignment, mailing list, et cetera. Secondly, selfpaced directed asynchronous learning, a learning processwhere learners and tutor/instructors are able to learn atanytime and anywhere, such as reading online articles,watching video, slide presentation, et cetera [17].2.3. The Importance of the AppropriateBlend in Designing Blended LearningBonk and Graham mentioned that one of the importantquestions that should be put into consideration in blendedlearning is “how to blend? [4]. Furthermore, So and Bonkalso mentioned that there are three important questionsthat should be raised when blending blended learning.First, how much of interaction should take place in faceto-face or online settings? Second, when should we useonline versus face-to-face interaction? Third, how can weintegrate the two modes of interaction to increase learningexperiences [21]?Recent studies also showed the same recommendations.Designing course in a blended format is not easy. Preciseplan or design in blended learning is very crucial [22]. So,for blended learning designers, learning how to effectivelyintegrate online with face-to-face instruction is essentialfor effective blended learning [23]. They need to be awareof the limitation of blended learning [24] as well as itsstrength. Stacey and Gerbic also recommended the samething. They mentioned that combination of blendedlearning should be based on an understanding of thestrengths and weaknesses of each environment as well asthe appropriateness of choice to the learners involved [25].In this case, instructors/lecturers played a pivotal role inrecognizing the potential and limitations of each learningmedium, face-to-face and online learning environment[26]. Lecturers can reduce transactional distance byselecting the right instructional technology that willenhance interaction [27].Instructional design, as well as other components, assuch knowledge domain, conceptual learning theory, userinterface design, and any related learning environment, isvery important to make a successful e-learning [28]. Thatis why, in blended learning, interaction can be optimizedby using relevant synchronous and asynchronoustechnology.The International Association for K-12 Online Learninghas constructed a blended learning teacher competencystandard. It was stated in competency 3, management ofblended learning experience, there are two standardsrelated to it. Standard A is able to understand and managethe face-to-face and online components of lesson planning.Standard B is able to provide balanced opportunities forstudents to participate in synchronous and asynchronousmodalities [29].Recent studies above indicated the importance of theappropriate blend in blended learning design. Instructorsor lecturers as blended learning designer need to know andable to pick the appropriate blend accordingly. Since,certain contexts and circumstances need differentapproach and model, this study is intended to create amodel that relevant to the context of SPADA-Indonesiaprogram.3. MethodologyThe purpose of this study is to create a design theory,which is a model of criteria for determining theappropriate blended learning strategy in the context ofSPADA-Indonesia. The research method that is deemed assuitable for this purpose is formative research. Formativeresearch as suggested by Reigeluth, consist of five steps asfollows: 1) create a case that helps generate a designtheory; 2) collect and analyze descriptive and formativedata; 3) revise the instance; 4) repeat the data collectionand revision cycle; and 5) fully develop tentative theory[30]. Its procedure can be described as in Figure 1 below[see Figure 1].As can be seen in Figure 1, as the first step, researcherscreated a tentative model. The tentative model, thenreviewed by experts to have descriptive and formativeinputs. At the same time, the tentative model was tested tosome respondents one by one (one-on-one evaluation) tohave inputs from the perspective of users. Researchers,then, use descriptive and formative data to revise themodel. The revised model, then be field-tested three timesto different respondent until the model can be consideredas the final model. In this case, until it is considered aseffective and implementable.
American Journal of Educational Research191Figure 1. Research ProcedureThe experts review was completed by 7 instructionaldesign and e-learning experts. One-on-one evaluation wasdone by 5 respondents who are experienced lecturers ine-learning implementation. Field tests include sample sizeof 45 respondents for 1st field test, 120 respondents for 2ndfield test, and 65 respondents for the 3rd field test.The research instrument used in this study werequestionnaires and rubric assessment. The instrument wasbased on the PCI (Perceived Characteristic of Innovation)that measure five dimensions of innovation characteristics:relative advantages, compatibility, complexity, observabilityand trial-ability of the model. [31].4. Results4.1. The Tentative ModelThe first step in formative research is creating a case togenerate the design theory. In this study, the design theorycreated was a model of criteria for selecting anddetermining blended learning strategy. A design theory ora model must be based on a clear and logical theoreticalfoundation or framework. Therefore, for this purpose,researchers created a theoretical framework of blendedlearning as the underlying foundation of the developedmodel.The framework that researchers created was aconceptual model of blended learning, called quadrant ofblended learning setting. This conceptual model wasgenerated from some concepts and principles of e-learningand or blended learning proposed by well-known authorssuch as Derek & Stockley [15], Thorne [18], Naidu [16],Horton [2], Bonk & Graham [4], Howard [19], Piskurich[10], Noirid [17], Noord [17], and Smaldino et. al. [7] asmentioned on literatures review above. The quadrant ofblended learning setting can be described as in Figure 2below [see Figure 2].Figure 2. Quadrant of Blended Learning Setting
192American Journal of Educational ResearchFigure 2 ilustrates blended learning setting that can bedivided into four quadrants as follows: Live Synchronous Learning (LSL); LSL islearning experience that occurs between the learnerand the learning resources at the same time andplace. LSL is the same as face-to-face learning,such as lecture, group discussion, lab practice, fieldstudy, etc. Virtual Synchronous Learning (VSL); is learningexperience that occurs between the learner and thelearning resources at the same time, but diferentplace. This learning setting can be mediated bysynchronous tele-learning technologies such asaudio-conference, web-based conference or videoconference. Collaborative Asynchronous Learning (CAL); islearning experience that occurs between the learnerand the learning resources at any time or place withother resource persons. CAL can be mediated byasynchronous learning tools such as discussionforum, miling list, online assignment, etc. Self-directed Asyinchronous Learning (SAL); islearning experience that occurs between the learnerand the learning resourc
Uwes Anis Chaeruman, Basuki Wibawa, and Zulfiati Syahrial, “Determining the Appropriate Blend of Blended Learning: A Formative Research in the Context of Spada-Indonesia.” American
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