TEACHERS say they are willing to increase using online learning platforms if the content was more aligned towards preparing students for examinations.
According to a study done by the Clayton Christensen Institute for Disruptive Innovation, in the United States, which featured Malaysia as one of its case studies, teachers need the content to match what will be tested in national examinations.
The study, called “Blended Beyond Borders: A Scan of Blended Learning Obstacles and Opportunities in Brazil, Malaysia and South Africa”, focused on how a small sample of brick-and-mortar schools in these countries used online learning to deliver content in novel, more flexible ways.
Christensen Institute director of education research Julia Freeland Fisher says discussions during the school visits - for the study - showed that teachers were still looking for better content to make meaningful use of blended learning, especially for core subjects.
FrogAsia Sdn Bhd executive director Lou Yeoh says the company has, in fact, provided plenty of opportunities for teachers to upload and access exam-oriented content on the Frog Virtual Learning Environment (VLE) platform.
“Any teacher with a 1BestariNet Yes ID can upload their lesson sites to a nationwide repository and share it with teachers across Malaysia, allowing for the pooling of resources and the sharing of ideas and material,” she says, adding that the content is filtered by the Education Ministry to ensure quality.
“Teachers can also use the available content and format them in a way that emulates or support students in preparation for examinations.
“To date there are over 37,000 teacher-created sites covering all national school subjects.”
Yeoh also says that new and relevant content are continuously added regularly and that textbooks and revision books are available on the FrogStore for free.
She adds that there are currently more than 400 textbooks on the VLE and that FrogAsia has partnered with publishers like Penerbitan Pelangi Sdn Bhd and Oxford Fajar Sdn Bhd to provide content aligned with our national syllabus.
“One of our content partners, EduNation, also produces free tutoring videos that are in line with our national syllabus,” she adds.
Another point raised in the report is the use of blended learning models in the classroom.
Blended learning differs from learning in a tech-rich environment, says Freeland Fisher.
She explains that blended learning is a formal education programme where a student learns, partially or fully, through online learning with the student having some form of control over the time, place, path and maybe the pace they learn something.
Data from online learning can also be used to inform and drive a student’s offline learning pathway.
If it was just a tech-rich learning experience, she says technology is present in the classroom but the teacher is still in complete control of the learning experience.
“Students are using the internet to do research, maybe they’re typing their homework on documents and emailing it to their teacher,” she says.
However, the report points out that blended models should not do away with teachers or teacher-led lectures, small group lessons or face-to-face teaching. Rather, blended models offer a new way to teach in classrooms and schools whereby students may interact with content and teachers in a new way.
Freeland Fisher adds that teachers have said that “The facilities and infrastructure are the most difficult part of having a blended programme. The Internet isn’t always reliable, the classroom we use for the computer lab is very small and the all the computers besides the Chromebooks are old and secondhand.”
According to the survey, an overwhelming 77% said Internet connectivity in schools was a pain point when it comes to using technology.
More than half the respondents (55%) believe they needed more professional development in order to incorporate blended-learning into the classroom, says Freeland Fisher.
Yeoh points out that teachers are actively encouraged to take part in the many teacher training programmes such as the Education Ministry Coach Programme, Hubs Programme and Frog Teacher Advocate Programme.
The Hub is a central space established in existing schools, public spaces and buildings, teachers in nearby locations can gather to teach, learn and collaborate with other teachers to improve teaching and learning outcomes using the Frog VLE.
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