Dr B K Mukhopadhyay
(The author is a Professor of Management and Economics, formerly at IIBM (RBI) Guwahati. He can be contacted at m.bibhas@gmail.com)
Dr. Boidurjo Rick Mukhopadhyay
(The author, international award-winning development and management economist, formerly a Gold Medalist in Economics at Gauhati University)
The debate around whether synchronous is better and the future than asynchronous classroom training is a buzz now, particularly due to the heavy use of the online and blended learning model that most educational institutions have moved to. Blended learning redefines the role of the facilitator, especially when it comes to managing and monitoring learners' progress. Though this isn't anything new but the renewed interest has remained visible since March 2020, when new learning technologies have introduced the challenge was to sustain the attention and commitment to the technology implementation. The challenge was then equally to be aware of the design of the content along with the budget to create and deliver a successful online or blended learning programme. The instructional design was largely about 'how to teach' as opposed to 'what to teach'. Student engagement and classroom management were factors that needed renewed attention. In the end, blendeThe debate around whether synchronous is better and the future than asynchronous classroom training is a buzz now, particularly due to the heavy use of the online and blended learning model that most educational institutions have moved to. Blended learning redefines the role of the facilitator, especially when it comesThe debate around whether synchronous is better and the future than asynchronous classroom training is a buzz now, particularly due to the heavy use of the online and blended learning model that most educational institutions have moved to. Blended learning redefines the role of the facilitator, especially when it comes or otherwise, the learning outcomes need to be achieved while at the same time the student experience factor counts heavily and equally. Therefore, matching the delivery mode to the performance objectives remains something to be constantly improvised. Maintaining a collaborative, participatory approach in the classroom is the key rather than 'talking at' learners, particularly when learning goes online.
'We have certain technical challenges' – something quite common to hear since March 2020 but these challenges is more than technology or network functioning, it is by a large measure to ensure the effectiveness of an online programme by utilizing and supporting appropriate technologies as well as choosing the best design that would match components of blended learning. On the other side, the learners' side that is, the challenge is to ensure that they have and can use the technology to make the most of the learning time and goals. For organizations, more recently, it is now both a philosophy and practice to embed that blended learning is the right director for training and development programmes and it goes beyond individuals.
Blended offers a large variety of options for learners, it could be offered in a traditional classroom setting, distance learning, and also on smart devices on the go. For executive programmes, this is a huge plus because they can spend 1-2 hours of a course via audiobooks or guided video sessions during their commute or work breaks. And the huge plus of blended is that it can be both synchronous (face to face) and asynchronous (online), thereby not discarding the human factor or the role of 'instructor' in learning. A planned pedagogy could entwine the best of face-to-face and online teaching methods and experience. For corporations, blending for a learning strategy that could integrate multiple delivery modalities and could create the best possible learning solution for the target audience.
Certain challenges, however, are real and needs addressing. Even more so, if some organizations have taken up this practice (i.e., going online or choosing to go with blended learning) newly under an imposed reality (since the pandemic started).
(A) First, the flooding of information, content and design-wise can certainly be overwhelming to some learners. It is a bit similar to watching a full series on 'binge watching' mode on Netflix. You have the option of watching one episode a day or week but now online streaming gives you an option of binge-watch an entire season overnight. As technologies provide easier and 'on the go' access options, there is a natural urge for fast learners or those who are pressed on time, work-wise or personal life-wise to access all the resources at once. Simply because the technologies are effective and convenient, that alone wouldn't ensure the success of a programme or that learners would 'succeed'. An overwhelming degree and quantity of content along with the speed of delivery could turn out to be quite the impediment. The human factor also counts and needs to stay, as some would argue and prefer, and blended learning sustains for that to a large extent. At the same time, facilitators need to be comfortable and aware of the setting to make it effective for learners.
(B) Content design vs Content delivery – while a lot of time is spent on developing, choosing and implementing the right technologies for delivering a course or programmes, relatively a lot less time is spent on the actual content design. Equally, it is essential to have a strong commitment to the content, i.e., 'what to delivery' over the design and delivery aspects solely. Multiple modes of delivery are great so long as the learning outcomes and goals do not change. This also shouldn't discount the ultimate need to provide 'formative feedback' to learners.
(C) Feedback remains essential, asynchronous or otherwise, and also the mechanism of ensuring learners' progress is managed and maintained strategically. This is key at all levels, from a high school diploma programme to an executive course. Technology can make learning faster but it may not be effective or remain in long-term memory. There is a deep learning and quick learning trade-off involved here, therefore. The role of facilitators, once again, becomes important thereof and there should be a modest level of interactions whereas certain reflections, formative feedback and support in terms of reminding the learners of the learning outcomes to take place.
(D) Entwining different modes and content of learning can be both a boon and bane. Too much content coming from all different sources, inadvertently overwhelming a learner could demotivate them in the medium term. It is equally in fact quite problematic for the instructor to keep track of the heavy dose of learning resources. Therefore, every blended learning should have a laid out and understandable course map with the right resources allocated to each topic or course, including audio/video resources, lecture recording with links to specific content as appropriate. At the same time, rethinking the 'frequently asked questions section to have it more contained, length-wise and strategically.
Much of the above and the discussions around blended learning is emphasising and relying on the independent learning aspect. Given the abundance, convenience, and access to learning resources, the environment has to echo effective self-paced and self-directed learning. The learning skills and discipline of individuals are different to one another. Self-direction, in particular, is quite a tricky area where assumptions must not be made. This is also where the role of an instructor comes in. The risk of avoiding the role of an instructor is that the self-managed, self-motivated students will perform better and faster while others would lag. There is also the risk of learners finding themselves lonely and lost in the process with all the learning resources available to them without necessarily knowing how to navigate through them. It is therefore a matter of culture also where motivation, collaboration, mutual support, building a self-paced (this calls for a collaborative setting where learners can help and get help, thereby supporting both fast and slow learners) environment is critical. Feedback, once again, becomes essential thereby supporting learners to look back on previous mistakes, learn from them and make new goals with renewed interest. This would propel a constructive and forward-looking model. For each mode of assessment, group work or individual, strategising to ensure that there are timely small or large group discussions focusing on both groups and individuals as fitting to evaluate and guide through general or specific themes so that there is a control element that blended learning comes up. Revise, reassess, reflect are components that instructors for blended learning should incorporate during feedback and assessment design.
Technology can conveniently allow leapfrogging through giant doses of learning resources without ensuring deep learning. Therefore, the learning gaps will consistently remain and there will be an abundance of 'jack of all trades, and master of none' around – not that we have that any less, thanks to platforms such as LinkedIn. Creating dry and impersonal pre-recorded videos be less effective, there remains a need for instructors to have a meaningful relationship with the learners to deliver customisable and tailored-to-needs based content, design, and delivery. Entwining different levels and methods of learning for a specific objective is something that blended learning gifts us, however, we have to remember that instructors' role in managing, controlling, providing feedback, and customising learning resources for learning outcomes retains its original role. While convenience in terms of accessing abundant learning materials all at once, if preferred, is available, the factors of student engagement and student satisfaction from deep learning and thereby addressing/ removing learning gaps are essential considerations to have while designing and implementing blended learning programmes.