UNIVERSITY OF PRETORIA

Dr Marlene Holmner

Prof Theo Bothma

The implementation of a blended learning

Masters degree for Librarians: opportunities

and challenges

Overview

• Introduction

• Benefits of Blended Learning

• Blended learning approaches and choices

• Khan’s octagonal framework

• Must have blended learning apps, tools and resources

• The MIT programme at the University of Pretoria, SA.

• Methodology

• Conclusion

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Introduction

• While there is wide-ranging agreement that ICTs are

becoming ubiquitous even in Africa, it is equally

bemoaned that Africa is still lacking the necessary

skills needed for the deployment and effective use of

ICTs.

• In the library environment a comparable dismal state of

affairs, with regard to ICT skills and the application of

relevant technology, is experienced.

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• Shortages of computers, lack of connectivity, deficiency

of skills and the resultant unavailability of access to the

latest research information, are just some challenges

faced by librarians in developing countries (Khan &

Bhatti, 2012).

• Even faced by all these challenges, the landscape of

learning is changing.

• Poor traditional classroom teaching and learning has

been a major concern in the world.

• The implementation of technology in the teaching and

learning activity has attracted great interest from the

practitioners.4

• This conventional / traditional ― “chalk and talk” method

has been replaced in numerous institutions, by pure

online learning.

• E-learning, a method which evolved from distance

education, has received special attention from public

universities and other educational institutions.

• However, for e-learning to be effective, it must be

combined with the other forms of learning such as face to

face learning.

• This combination leads to a new methodology called

blended learning. Blended learning has proven to be the

most effective learning system (Azizan, 2010).

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Benefits of Blended Learning

• Enhanced Social Interaction, Communication And

Collaboration.

• Offers Flexibility And Efficiency

• Extend The Reach And Mobility

• Optimizing Development Cost And Time

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Blended learning approaches and

choices: (Singh, 2003)

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Khan’s Octagonal framework:

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Must have blended learning apps, tools and

resources (Lynch, 2017)

1. Edmodo (https://edmodo.com/)

2. Khan Academy (https://www.khanacademy.org/)

3. Lesson Paths (http://www.lessonpaths.com/)

4. Go Formative (https://goformative.com/)

5. Voicethread (https://voicethread.com/)

6. Phet (https://phet.colorado.edu/)

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Background to the MIT

• The Department of Information Science (UP) offered a

fully funded specialised 2 year coursework degree at

Masters Level in Information Technology (M.IT degree).

• The first Intake started in January 2011 and the sixth,

and final, Intake started in January 2016.

• With each Intake 20 students were selected from the

following Carnegie affiliated countries in Africa: South

Africa, Kenya, Uganda, Ghana,Tanzania, and Nigeria.

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Aim of the programme:

• To build capacity to empower the next generation of

library and information professionals with knowledge

and skills to apply modern ICTs, in order to support

academics and research.

• The programme is intended for middle management

level librarians involved in managing ICT or working in

ICT-intensive environments in libraries, and faculty

members at Library and Information Science schools.

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Composition of the programme

• The blended learning programme consisted of

coursework as well as a mini-dissertation based on

applied research, each component carrying 50% of the

credits of the programme.

• There were 15 lecturers involved in presenting the 12

modules – these included lecturers from industry and

partner universities (local & international).

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Blended learning

• Due to the distribution of students from African

countries, the program made use of a blended learning

approach : face to face lectures as well as technology

mediated distance education.

• Face-to-face lectures:

– Lectures take place in 4 block periods,

– University of Pretoria (South Africa), University of

Makerere, Uganda) University of Wisconsin-

Milwaukee, and the University of Illinois at Urbana-

Champaign. 13

• Technology-mediated distance education:

– This consists of audio-conferencing using the LMS

Blackboard Collaborate, as well as audio-

conferencing lectures from our partner universities.

– Lecturers also make use of various social media

technologies such as Wikis & Blogs to enhance their

academic offering.

– A Facebook group was created to enhance the social

interaction of the distributed students, although this

became an excellent platform for exchanging

academic information.

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Challenges

• This new form of teaching required new “skills” from

participating lecturers.

• Infrastructure problems (Bandwidth & Electricity) is still a

very big challenge within Africa.

• Since the conception of the programme in 2011 our biggest

problem has still been bandwidth within Africa.

• Although UP’s bandwidth is capable of full video

conferencing the last mile problem in Africa still prohibits us

from using video streaming through our distance education

technologies.

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• Lecturers experienced problems related to

unresponsiveness of students.

• Problems related to lack of body-language and lack of

verbal ques.

• Students complained that lecturers spoke to fast, hindering

their understanding.

• Normal language problems.

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Methodology

• (perceptions of the lecturers regarding the programme and

their perceptions on blended learning and the value of

strategic partnerships)

• The study made use of a Qualitative Research Approach

• Data gathering instrument : Questionnaire

• Target audience was the lecturers involved in the MIT

programme and reflections were provided by the two

program managers.

• A 80% response rate was achieved (12 out of 15)

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Findings

1) Comments on teaching methodologies in general

used during the MIT programme.

Positive:– 10 of the 12 respondents included positive commentary related to the

use of various teaching methodologies such as the blended approach

incorporating face-to-face and online classes.

– Of these 10, 5 respondents commented on the need and importance of

the face-to-face sessions:

• “The idea of having face-to-face meetings before embarking on the distance

classes was a very good way to start the course - not only to get to know the

students but also to form some sort of solid foundation on which to build a further

meaningful teaching and learning relationship.”

• “I really miss having that contact this year”

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Negative:• 5 of the 12 respondents included negative commentary on teaching

methodologies in general used during the MIT programme.

– 3 of the 5 found the limited time of the online session a constraining

factor and would have preferred more face-to-face lectures.

– Another 2 found the technology frustrating, in the sense that it was

difficult to get students to interact successfully:

• “I found the synchronous online teaching painfully frustrating.

Students were very slow to respond to questions or to offer

comments. Trying to bring about any kind of interaction slowed

everything down (awkward gaps) without eliciting much response.”

• “The online classes felt (and still does feel) very one sided. It was

difficult to get any in-depth discussion going.”

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Reflections– Evidently lecturers prefer face to face.

– (Technology did not allow for synchronous face to face only audio. One

way audio – feedback by typing – could not truly simulate true blended

learning.)

– How to improve engagement and participation?

– Buy-in from lecturers to adapt teaching methodologies to an Online

environment.

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2. Comments on Information Technology (IT) you used

for presenting synchronous distance education classes

during MIT lectures.

Positive:• 10 of the 12 respondents included positive commentary on the use of IT

• Respondents commented positively on the use of Blackboard for the

distance education classes as well as the use of Turn-it-in to mark online

assignments.

• Furthermore the ability to present from their own office was seen as

positive, as well as the availability of IT support during the online

sessions.

• Recording of the sessions and the utilization of the Online Chat feature

were other positive aspects highlighted by the respondents

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Negative:• 10 of the 12 respondents included negative commentary on the IT used:

– Limited bandwidth and connection problems experienced by students

were highlighted by all 10 respondents:

• “if only bandwidth etc. were up to standard in all the countries involved”

• “Regular internet connectivity issues which impacts presentations. This is

distracting to both lecturers and students who “leave” and “join” during class due

to connectivity failures. Regular connectivity issues can be demotivating.”

• 1 respondent commented on his/her lack of training as he/she missed the

training campus provided:

• “Given the difficulties I was experiencing with Blackboard Collaborate and in the

absence of training, I was not motivated to try and learn any new tricks, which is a

pity because there appear to be features in Blackboard which could have helped

me establish a more interactive teaching/learning situation for my lectures.”

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Reflections– To make it a truly online blended learning experience, technology

would have to improve (when we conceptualised the program -

expected two way audio but that we would be able to upgrade to 1 way

video even 2 way video – did not happen because technology did not

improve as fast.)

– Importance of training of lecturers.

– Need IT support.

– Recordings proved to be very important for students who had

connectivity problems - to catch up as well as review purposes.

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3. Comments on Information Technology (IT) used for

presenting face-to-face classes during M.IT lectures

Positive:

• Positive comments from 7 of the 12 respondents

• Use of satisfactory IT equipment in the campus venues

Negative:

• Negative comments from 4 of the 12 respondents

• Distraction of students by available connectivity and IT

in venue or their own IT (Social Media, Email)

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Reflections

• How to instil discipline in students to:

−focus on the content being presented

−participate in discussion

−stay away from distractions

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4. The use of social media platforms for teaching and

learning purposes for the M.IT students

• 5 of the 12 commented that they used social media

• Variety of platforms used: Whatsapp, Wikis, Google

Docs, Facebook and Gmail

• 7 commented that they did not use social media

• The reasons for not using social media platforms varied

from not having enough time, not knowing how to and

not seeing the pedagogical need: – “Time was a further constraint, especially when evaluation of e.g. a

number of individual blogs was expected.”

•

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Reflections

• Validity of use of social media as a teaching tool

questioned:

– Tess (2013: A66) points out there is very little empirical

evidence in supporting the claim, as most data is

restricted mainly to self-reports and content analyses

• Need for integration of social media as an educational

tool in teaching and learning

– training lecturers how to integrate social media

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Conclusion

• “Blended learning is not about the technology itself; it is about the

shift in the instructional model to personalized, student-centered

learning to ensure each student’s success. The use of computers

and online learning in education requires a much larger shift in

thinking than simply adding a few computers or other devices to

classrooms. True blended learning requires that teachers approach

their roles differently—as coaches, concierges, guides, and

mentors, instead of purveyors of information” (Powell, et al,

2015:17).

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