THESIS BL LEARNING.doc - Utilizing Blended Learning...

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1 Utilizing Blended Learning Approach in Teaching Junior High School Physics Chapter 1: The Problem I. Background of the Problem At the beginning of the 21st century it may be hard to imagine what language teaching and learning will be like in the next one hundred years, but some authors believe that much of our future is closely connected to blended learning. Thorne (2003) claims that blended learning could be one of the most important educational advances of this century, while Hauck and Stickler (2006) see it as an answer to problems in higher education instruction. According to Thorne (2003), blended learning “blends online learning with more traditional methods of learning and development” (p. 2). Although it may seem like a new concept, “the approach of blending Computer-assisted Language Learning (CALL) applications with face-to-face teaching and learning is as old as CALL itself” (Neumeier, 2005, p. 163). The term “blended learning” has been used interchangeably with “mixed mode learning,” “hybrid instruction,” and “technology-mediated/enhanced learning.” It has been defined and redefined by various studies, but none has provided us with a complete view of what constitutes blended learning and how different components of blended learning work together over time to achieve an integrated whole. Perhaps the most widely held understanding of blended learning is that it is a combination of “face-to-face instruction and computer-mediated instruction” (Graham, 2006, p. 5). This current study aims to promote a deeper understanding of blended learning research and practice. Selected Philippine high schools have decided to implement a blended learning program as part of its solution to address the problem of classroom shortage. For a country with limited resources looking at technology to bridge the gap between those with and without access to quality education, it is expected that its gains should compensate for its costs. The use of
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2 Utilizing Blended Learning Approach in Teaching Junior High School Physics technology in schools, particularly, the move from face to face to blended learning (Natera 2013). The focus of the current study is to contribute to the large body of work that has been done in relation to blended learning in Physics education through the attempt to explain the effect of using this approach in students’ understanding and perception about Physics. The current study was built on previous considerations to study Blended Learning Approach in a specific task or domain and to consider the executive processes in studying this approach as a teaching strategy in the Physics classroom. II. Review of Previous Research Hybrid or blended learning refers to a combination of face-to-face learning, including but not confined to lectures, and online learning (Garrison & Kanuka, 2004; Reasons, Valdares, & Slavkin, 2005; Means, Toyama, Murphy, Bakia, & Jones, 2010; Lack, 2013). The blended learning class was designed to include online materials which followed the structure of the textbook of the class with some of the materials overlapping in the textbook (Grgurović).
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  • Summer '16
  • mam madrid
  • E-learning, Virtual learning environment, Learning management system

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