I think the major challenge is the availability and the use of education technology. When it comes to students, having the right tool for blended learning is a real challenge, especially for those who belong to the marginalized section of society. For teachers, it is obviously the digital divide and the lack of proper training to manage virtual classes.
صعوبة تحقيق التفاعل وشد الانتباه لجميع الطلبة فهمهما حاولت لا يمكنني أن احقق أهداف المحاضرة كما في الحضوري...لكن تعايشتا مع الوضع والظرف ونأمل عودة الحضوري قريبا....
Mostly teachers face difficulties in balancing both online and offline. Teachers should decide the topics which could be taught online or offline.
A recurring blended learning obstacle for students are unclear expectations from the online experience. Outcomes and material carryover should be stated in the online experience and any in person activities. Many participants in blended learning opportunities don’t work with an understanding that materials carry over between the different learning environments.
Some of the challenges faced by the student in a blended learning context are:
- Insufficient expertise in the use of ICT as a resource for the social construction of new knowledge.
- Inadequate didactic articulation by teachers between the virtual and physical environments.
- Access to ICTs by the subjects participating in the teaching-learning process.
Erratic supply of power
High cost of data bundles
Limited skills to manage online environments
Lack of compatible ICTs
Negative attitude towards online learning (trs/students)
Hi Ameera Sh.weli Albayatey , from our recent work on higher education faculty professional development on online learning [1-2] and K-12 school teachers training on augmented reality (AR) & virtual reality (VR) [3] and innovative game-based approaches i.e. escape rooms [4,5] we have identified two essential issues: a) Difficulty in translating blended learning theory into practice and b) realization that each letter of the TPACK model [2] counts: teaching staff needs to have technological, pedagodical and subject-matter (content) knowledge. If one aspect is lacking, blended learning is likely to suffer. The valid comments of Binu Pathippallil Mathew , Christi Jo Whitworth , Amrita Prakash and Reol Zayas confirm this.
[1] Fragkaki, M., & Mystakidis, S. (2021). Distance Higher Education Learning and Professional Pedagogy: Training the Trainers. 20th European Conference on E-Learning (ECEL 2021), 155–163. https://doi.org/10.34190/EEL.21.061
Conference Paper Distance Higher Education Learning and Professional Pedagogy...
[2] Fragkaki, M., Mystakidis, S., Hatzilygeroudis, I., Kovas, K., Palkova, Z., … Ewais, A. (2020). TPACK Instructional Design Model in Virtual Reality for Deeper Learning in Science and Higher Education: From “Apathy” to “Empathy.” 12th Annual International Conference on Education and New Learning Technologies (EDULEARN20), 3286–3292. https://doi.org/10.21125/edulearn.2020.0943
Conference Paper TPACK Instructional Design Model in Virtual Reality for Deep...
[3] Mystakidis, S., Fragkaki, M., & Filippousis, G. (2021). Ready Teacher One: Virtual and Augmented Reality Online Professional Development for K-12 School Teachers. Computers, 10(10), 134. https://doi.org/10.3390/computers10100134
Article Ready Teacher One: Virtual and Augmented Reality Online Prof...
[4] Mystakidis, S., Papantzikos, G., & Stylios, C. (2021). Virtual Reality Escape Rooms for STEM Education in Industry 4.0: Greek Teachers Perspectives. 2021 6th South-East Europe Design Automation, Computer Engineering, Computer Networks and Social Media Conference (SEEDA-CECNSM), 1–5. https://doi.org/10.1109/SEEDA-CECNSM53056.2021.9566265
Conference Paper Virtual Reality Escape Rooms for STEM Education in Industry ...
[5] Mystakidis, S., & Christopoulos, A. (2022). Teacher Perceptions on Virtual Reality Escape Rooms for STEM Education. Information, 13(3), 136. https://doi.org/10.3390/info13030136
Article Teacher Perceptions on Virtual Reality Escape Rooms for STEM Education
The internet connectivity of my students is a major hurdle......agree with Stylianos Mystakidis Jonah Mugomba Reol Zayas
I think the challenges will differ based on the socio-economic and political backgrounds. Third world countries are still struggling with acquiring basic education (numeracy and literacy). In a country like South Africa which has a mixture of both developing and developed characteristics; electricity supply, internet connectivity, and the state's ability to provide education technology are a threat to blended learning.
I believe that mostly teachers face difficulties in balancing both online and offline. Teachers should decide the topics which could be taught online or offline all time.
Es muy importante que se hagan preguntas con mayor profundidad, es una cadena de preguntas y conversaciones con las y los estudiantes y utilizar correo, mensajería y plataformas de materiales.
Challenges - 15% increase in work hours. 7% increase in administration. 8% increase in class preparation. Student motivation decreased and lethargy and disengagement increased. It was difficult to work out the exact nature of the problems with many students and those from lower socio-economic backgrounds or those who relied most on multiple part time jobs were effected the most. The challenge of teaching were exasperated by lack of social contact with other teachers and informal conversations with colleagues that always help.
These challenges vary according to technological exposure, funding, effective utilization and availability. However, the challenges facing teaching staff in light of the blended learning experience includes but not limited to improvisation that cuts across exposure, funding, effective utilization and availability is effective and adequate improvisation of blended learning by teaching staff.
There are many reflections about this subject, but I would visualize this three: 1) We need to review the formative, standarizing and selective evaluation, 2) We need to hability new spaces and methods of educational management, adequates to this mix modality c) We need to development strategies for guarranty equity of access about technologies for learning in all the world
The challenge posed to teachers in the configuration and design of blended training proposals focuses on how to link and articulate the potentialities of each of the environments. The incorporation of the B-Learning model in education does not only imply the installation of a platform, or the creation of a blog, or the presentation of a video in class. The center is to use it in a way that enhances the activities we carry out, and to combine the activities in order to enrich them with technology. (Buckingham, 2008; Litwin, 2005) Therefore, the incorporation of technology must be accompanied by an initial and continuous training program for teachers, which includes both didactic and social, technical and scientific aspects that prepare the teacher to become an instructional designer. that responds to the training needs of their groups.
https://study.com/academy/lesson/challenges-of-blended-learning-models.html
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