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            The coronavirus pandemic provided educators with new opportunities to explore their learning techniques. I realize that the traditional way of learning is not good enough for students in the digital era. This inspired me to advocate for blended learning in my school and district as I proposed in my innovation plan. The blended learning program develops a culture that allows physical and digital learning. With this program, students will be able to access learning materials and engage in class discussions while at home on an online platform. Once they come to the physical classroom, the teacher will discuss what they learned from the online interactions to ensure the acquisition of new knowledge. Thus, the blended learning program will improve student achievement since students participate in classroom activities at home and school.

            The blended learning program will be implemented using the flipped classroom model. In this model, learners utilize their laptops to access lectures on an online platform while at home. The book, A New Culture of Learning, quotes, "People learn through their interaction and participation with one another in fluid relationships that are the result of shared interests and opportunities" (Brown & Thomas, 2011, 50). This is why when students come to my classroom, I guide them to participate in learning activities and discussions with each other than they can do individually at home. In addition, my online platform allows me to post quizzes and tests and provide immediate feedback.  I like using the flipped classroom model because it enables learners to participate in face-to-face and online meetings to discuss group assignments. The blended learning program targets increasing students’ engagement in learning activities to improve academic attainment.

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            Teachers are likely to encounter various challenges when implementing the blended learning program. First, students will face challenges when seeking help on the online platform. Teachers might have other engagements that restrict them from providing support and assistance to learners as they participate in online learning activities. Second, students might lack the technical skills required to use computers in the blended learning program. Grade three learners have not fully developed their cognitive function, limiting their ability to use technological products. Finally, students might isolate or alienate themselves from the online platform. The isolation can occur due to personality issues, language barriers, lack of communication cues, and lack of confidence in the online platform participants (Rasheed et al., 2020). The teacher will address these challenges by maintaining an online presence for most of the day to provide the necessary support and assistance. Besides, the teacher will engage the students in class discussions with students about the content they learned on the online platform. The students will also be taught how to use computers and the online platform.

            A blended learning program is more effective than online or face-to-face instruction. Namyssova et al. (2019) indicate that blended learning provides opportunities for learners to participate in active learning activities that include peer communication, information processing, and reflection. Students work collectively with their peers to complete group assignments and reflect on the new knowledge from these interactions. As a result, the blended learning program will enable the organization to achieve its goal of improving student achievement.

            A teacher can encourage people to think broadly by involving them in developing and implementing the blended learning program. Involving colleagues, school administration, and parents would ensure they understand the benefits of this program to student learning and instruction. The educator can also call for a meeting to deliver a presentation on the effectiveness of blended learning in schools.

            My perspective is broad enough to become a foundational perspective that will influence my actions and learning philosophy. I believe that educators should actively find opportunities to improve student learning and instruction. I am committed to developing with my students through face-to-face and online interactions. Therefore, all teachers should embrace technology as the new norm in student learning and instruction.

 

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References

Brown, J.S., & Thomas, D. (2011). A New Culture of Learning: Cultivating the Imagination for a World of Constant Change. CreateSpace Independent Publishing Platform. 

Namyssova, G., Tussupbekova, G., Helmer, J., Malone, K., Mir, A., & Jonbekova, D. (2019). Challenges and benefits of blended learning in higher education. International Journal of Technology in Education, 2(1).

Rasheed, R. A., Kamsin, A., & Abdullah, N. A. (2020). Challenges in the online component of blended learning: A systematic review. Computers & Education, 144, 103701.