An Infusion of Psychological Empowerment in Blended Learning Model:
A New Approach Online Learning During Covid-19
1Hashiroh Hussain & 2Hanisah Najiah Binti Harris
1&2Institut Pengajian Guru Kampus Sultan Abdul Halim (IPG KSAH)
08000 Sungai Petani,Kedah, Malaysia.
1&2Institute of Teacher Education (IPG) (Darulaman Campus)
Bandar Darulaman, 06000, Jitra, Kedah, Malaysia
1Corresponding author: [email protected] / [email protected]
Abstract
Purpose – Due to the increased number of cases during the Covid-19 pandemic, governments around the world have shut down all educational facilities and organizations. Students and educators are forced to transform face-to-face learning into virtual classrooms in order to prevent the spread of the virus. However, online learning has places pressure on the students as they have to face the computer extensively. This has affected their psychological and mental health. Besides, mental and emotional may cause deterioration of an individual’s physical health. Hence, blended learning is recommended online learning approach because it combines face-to-face and online learning while allowing for human interaction. Thus, this paper proposes a new approach to the blended learning method during the pandemic with the aim of overcoming mental health issues.
Method – The study used content analysis, comparative analysis, and expert review from the collection of data from past research and questionnaire. Content analysis is employed based on six major models of blended learning to identify issues and gaps and also to discover the element of psychological in blended learning.
A comparative analysis from thirteen respondents to compare the suggested elements. Three experts from the counselling board and a technologist are appointed to review and validate the elements.
Findings – The results showed that the key element in applying blended learning is the psychological empowerment to overcome the accessibility, physical and psychological resilience among the
students. The key element is infused in the blended learning model as a new approach model. The elements are formed into four major themes namely financial and BL infrastructure, resilience society, immersive environment, and accelerated skills and values.
Significance – The findings will contribute to the education society not only during online learning and the pandemic but also resolve issues involving mental health and negative emotions in many adolescents’ social lives, especially during the process of learning.
Keywords: Blended learning, Mental health, Psychological empowerment.
Introduction
Online learning has limited physical interaction and causes no social interaction, so verbal and non-verbal communication is unused correctly. Seeing as online learning allows students to communicate through gadgets, interactions between individuals ignore the existence of nonverbal communication and the value of humanity. Due to the increased cases of COVID-19 and not knowing when this pandemic will last, it appears a substantial increase in anxiety and depression, substance use, loneliness, and domestic violence; and the possibility of an epidemic of child abuse with schools closed (Galea et al., 2020). Nevertheless, the pandemic has created a more efficient method of educating potential students and learners with the opportunity to recognize new information and new knowledge and apply new information to real- life circumstances which can increase learning achievement (Bester & Brand, 2013).
However, the current pandemic had a significant effect on students' education, as well as educators' mental and physical health. Mental condition is a crucial concept that encompasses physical, psychological, social, and spiritual well-being, as well as one's resourcefulness and management skills, as well as one's capacity to be a productive member of society (Biel, 2014). Researchers agree that a person's mental health is closely related to their financial situation because poor financial conditions will have a negative impact on the individual's mental health. Due to these challenges, this study suggests a new approach to online learning during Covid-19 pandemic, and beyond which can be implemented for blended learning in the classroom. This paper presents the background of Blended Learning and Mental Issues. The next section discusses the methodology by using comparative analysis based on five blended learning models to identify elements of the new approach for blended learning. The final section concludes the findings and discussion of the study.
209 Background of Study
Recent literature by Jaeger Meier and Blakabaek Hoppe (2020) reveals that students have unequal learning opportunities as a result of discrimination against better family facilities. Besides, rural schools are characterized by a lack of energy, good classrooms, and other essential facilities, all of which can obstruct successful technology integration with traditional teaching methods. Rural schools will be left out of technology-based learning. On the other hand, insufficient classroom management and high student demands cause unsuccessful e-Learning platforms.
They will be a breach between students of new technologies and inexperienced students in e-learning. At the same time, non-technical educators have been described as having a significant barrier due to the lack of IT skills. As compared to conventional classroom approaches, the concept of e-learning such as limited time, description, and evaluation methods causes student dissatisfaction. Other problems confronted during e-learning are reliability problems, a lack of incentive to use e-learning, a lack of professional support from institutes and teachers, insufficient access to technology, and a general lack of expertise in developing e-learning material are the major obstacles to effective e-learning systems. Blended Learning offers a combination of face-face and online teaching in the e-learning system as a resolution of these problems.
Blended Learning
Currently, blended learning is commonly used in education, and becomes the “new standard” in course delivery as illustrated in Figure 1.
Figure 1
Blended Learning.
Blended Learning
Currently, blended learning is commonly used in education, and becomes the "new standard" in course delivery as illustrated in Figure 1.
Figure 1
Blended Learning
Valiathan (2002) from the National Institute of Technology (NIIT) defines the term BL is used to describe a solution that combines several different delivery methods, such as collaboration software, Web-based courses, EPSS, and knowledge management practices. BL describes learning that mixes various event-based activities, including face-to-face classrooms, live e-learning, and self-paced learning. Graham(2014) revealed various definitions of blended learning (BL) by which are blending online and face-to-face instruction, blending instructional modalities (or delivery media), and blending instructional methods. Besides, Bonk et al., (2009) also mentioned six different rationales for adopting blended learning namely, pedagogical rich ness, access to knowledge, social interaction, personal agency, cost-effectiveness, and ease of revision. The potential of blended learning to improve access is doubted because the lack of the digital literacy and has diminished the importance in developed countries as digital technology has spread. Bryan dan Volchenkova (2016) claimed that BL is cheaper, because of the costs of adapting materials, the cost of ICT infrastructure, the need for technical support and the unwisdom of cutting back on teaching support to learners. Recently, as BL become the focal point in our education system, several mental health issues are discovered such as no daily personal interaction, feelings of isolation, unmotivated and discouraged. Hence, the new approach in BL model can be an effective way to ensure learners' access to learning experiences post COVID-19 and beyond.
Blended Learning Models
The previous models of online learning environments put emphasis on the learner-material interactions in the text-only environments, while face to face learning environments give priority on the human- human interaction. The early stages of employing technology in the online learning became an alternative way for students who were unable to get into the classroom physically. Besides, there are various BL models were established with different perspective in education system around the world.
NIIT classifies blended learning into three models:
Face to face Online
Learning Blended
Learning
Valiathan (2002) from the National Institute of Technology (NIIT) defines the term blended learning (BL) as a solution that combines several different delivery methods, such as collaboration software, Web-based courses, EPSS, and knowledge management practices. BL describes learning that mixes various event-based activities, including face-to-face classrooms, live e-learning, and self-paced learning.
Graham(2014) revealed various definitions of BL. These include blending online and face to face instruction, blending instructional modalities (or delivery media), and blending instructional methods. Besides, Bonk et al., (2009) also mentioned six different rationales for adopting blended learning namely, pedagogical richness, access to knowledge, social interaction, personal agency, cost-effectiveness, and ease of revision. The potential in improving of blended learning to improve access is questioned due to the lack of the digital literacy and its importance in developed countries has diminished as digital technology has spread. Bryan dan Volchenkova (2016) claimed that BL is cheaper, because of the costs of adapting materials, the cost of ICT infrastructure, the need for technical support and the unwisdom of cutting back on teaching support for learners. Recently, as BL become the focal point in our education system, several mental health issues such as the absence of personal interaction, feelings of isolation, demotivation and discouragement have been discussed. Hence, the new approach in BL model can be an effective way to ensure learners' access to learning experiences post COVID-19 and beyond.
Blended Learning Models
The previous models of online learning environments put emphasis on the learner- material interactions in the text-only environments, while face to face learning environments give priority on the human-human interaction. The early stages of employing technology in the online learning became an alternative way for students who were unable to get into the classroom physically. Besides, there are various BL models were established with different perspective in education system around the world.
NIIT classifies blended learning into three models:
a. skill-driven learning, which combines self-paced learning with instructor or facilitator support to develop specific knowledge and skills
b. attitude-driven learning, which mixes various events and delivery media to develop specific behaviors
c. competency-driven learning, which blends performance support tools with knowledge management resources and mentoring to develop workplace competencies.
Similarly, Chew et al., (2018) also classified blended learning models into three types but with different characteristics:
a. skill-driven and aimed at the acquisition of specific knowledge and skills, where the instructor gives feedback and support.
b. attitude-driven and aimed at the development of new attitudes and behaviors, where peer-to-peer interaction and group work are central; and
c. competency-driven and aimed at capturing tacit knowledge, where learners must observe experts at work.
Whereas Graham (2014) suggested classifying the blended learning model according to four dimensions, four levels, and three types. Four dimensions were space (face-to-face / virtual), time (synchronous / asynchronous), sensual richness (high, all senses / low, text only) and humanness (high human, no machine / low human, high machine). These are related to the idea of blended learning as defined by bimodal delivery. A second and entirely different element of classification is introduced by his consideration of level: activity, course, program, and institution.
Finally, three different types of BL that are related to purpose are a. enabling blends, which focus on access and flexibility.
b. enhancing blends, which seek to supplement traditional pedagogy; and c. transformative blends, aimed at changing pedagogy, where learners could play
a more active role in the construction of their own knowledge.
Initially, Staker & Horn (2012) proposed six models of BL which are face-to-face driver, online lab, flex, self-blend, rotation and enriched virtual model as shown in Figure 2. However, face-to-face and online labs were removed due to the duplication of other models. They presented a typology of four models in a more influential approach (Table 1),
a. the rotation model, in which students rotate between working online and other classroom-based modalities.
b. the flex model, in which students study mainly online according to an individually customized schedule, and face-to-face support is provided by the teacher as needed.
c. the self-blend model, in which students supplement their traditional studies by taking an additional online course off campus.
d. the enriched virtual model, in which learning is mainly online with occasional visits to a brick-and-mortar setting for face-to-face tuition.
Figure 2
Blended Learning Models (Source: Ayob et al., (2020).
Table 1
Four Models of Blended Learning by Staker & Horn (2012)
Model Advantage Description Issue
Rotation Model • increase the students’
achievement of students who are rotated between learning labs (using intelligent adaptive learning software) and a traditional classroom.
• yield more active learners who challenged themselves to work harder and explore learning material by themselves.
Students rotate between different stations on a fixed schedule either working online or spending face-to-face time with the teacher.
Gaps between weak and excellent students.
Active movements by rotating different stations.
High cost for developing different stations
Flex Model • graduate on track for high school graduation
• enable students to learn independently and practice new concepts in a digital environment.
Material is primarily delivered online by supporting a large number of non-traditional or at-risk students. Students spend most of their time in a computer lab learning online with certified teachers who act as a facilitator to help and work with students on reading and writing, and lead small-group work.
Self-guided.
Time-consuming.
High cost for paying certified teachers.
Self-Blend
Model • offer additional advanced courses, or interest in a subject area that is not included in the traditional course.
Popular in high schools.
Students must be highly self-motivated and take classes beyond what is already offered at their school. They attend a traditional school environment and learn through online courses offered remotely.
Only suitable for active, excellent and highly self-motivated students.
High paid for advanced courses
Online Driver Model / Enriched virtual model
• offer for students who need more flexibility and independence in their daily schedules
Students work remotely and material is primarily delivered via an online platform and chat with teachers online if they have questions.
Suitable for any level of student’s performance
Apparently, the online Driver Model / Enriched Virtual Model is close to the current education system which is mainly online and a more flexible and suitable environment for students during the Covid-19 pandemic (Bryan & Volchenkova, 2016). In brief, all of the BL models persevered with new pedagogies and technology upcomings but disregarded mental health problems. Nevertheless, persistent learning with computers and mobile devices during the Movement Control Order (MCO) over a long period, has the potential to affect the mental health of individuals. For instance, psychological stress which includes fear, anxiety (panic), stress, worry (anxiety) and depression. Abdul Rashid Abdul Aziz et al., (2020) propose healthy lifestyles, time limitations on social media, effective communication, and emotional management to overcome these problems. Thus, psychological empowerment is the best term to describe this infusion of the blended learning model. The aim of this study is to propose a new approach to apply the blended learning method during the Covid-19 pandemic with the aim of overcoming mental health issues. In order to accomplish the main objective, the following sub-objectives were also planned:
a. to identify the gaps or issues among the BL models
b. to compare the suggested elements for psychological empowerment from the existing BL Models
c. to validate the proposed element in blended learning model as a new approach online learning.
Methodology
The summary of activity comprises three phases as presented in Figure 3. In the first phase, a total of four samples of the blending learning models were selected.
Content analysis was performed in order to identify the gaps or issues among the models. Discussion with online users (lecturers and students) was carried out to more information involving issues in BL. In the second phase, a questionnaire was administered to thirty respondents to compare the suggested elements using comparative analysis. The number of respondents is sufficient for this survey to seek the opinion of certain users (Creswell, 2014). Purposive sampling was utilised as the respondents were students and lecturers who were involved in online learning during the MCO. Finally, three experts with various backgrounds were involved:
two experts were on a registered counselor board and one technologist who are experienced in their own field for more than five years. They are appointed to review and validate the element.
Journal of Science and Mathematics Education in Southeast Asia December 2022, Volume 45
ISSN 0126-7663
Figure 3
Summary of Activity.
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lifestyles, time limitations on social media, effective communication, and emotional management to overcome these problems. Thus, psychological empowerment is the best term to describe this matter as an infusion in the blended learning model. This aim of this study is to propose a new approach to apply the blended learning method during Covid-19 with the aim of overcoming mental health situations. In order to accomplish the main objective, the following sub-objectives were also planned:
a) to identify the gaps or issues among the BL models
b) to compare the suggested elements for psychological empowerment from the existing BL Models c) to validate the proposed element in blended learning model as a new approach online learning.
Methodology
The summary of activity comprises three phases, method, and outcome of the study as presented in Figure 3. In the first phase, a total of four samples of the blending learning models are selected. Content analysis is performed in order to identify the gaps or issues among the models. Discussion with online users (lecturers and students) is to suggest more information involving issues in BL. In the second phase, a questionnaire is administered to thirty respondents to compare the suggested elements using comparative analysis. The number of respondents is sufficient for this survey to seek the opinion of certain users (Creswell, 2014) . The purposive sampling is applied as the respondents were students and lecturers who are involved in online learning during MCO. Finally, three experts with various backgrounds: two experts are on a registered counselor board and one technologist who are experienced in their own field for more than five years. They are appointed to review and validate the element.
Figure 3
Summary of activity
FINDINGS
Based on the content analysis and discussion with lecturers who involved in practicing BL process, they suggested some issues and gaps that related to psychological empowerment. Based on the issues highlighted, information is gathered according to four themes as follows: financial and BL
Phase 1 Phase 2
Content Analysis Four BL models & online users
Comparative Analysis 30 respondents
Expert Review Three experts
Gaps and issues
Proposed Elements
Validated Elements
Phase Method/Analysis Outcome
Phase 3
Findings
Based on the content analysis and discussion with lecturers who involved in practicing BL process, they suggested some issues and gaps that related to psychological empowerment. Based on the issues highlighted, information is gathered according to four themes as follows: financial and BL infrastructure, resilience society, immersive environment, and accelerated skills and values as shown in Table 2 and discussed in previous Table 1. In order to confirm and discover more elements to be infused in BL model, a set of questionnaires is distributed to thirty respondents. The data is then collected and analyzed with comparative analysis as shown in Table 3.
Table 2
Content Analysis from Four BL Models Model Financial
and BL Infrastructure
Resilience Society
Accelerate Skills and
Values
Immersive Environment
Rotation Model / / /
Flex Model / / / /
Self-Blend Model / / / /
Online Driver Model / Enriched virtual model
/ /
Table 3
Comparative Analysis for Element of BL Element /
Number of respondents
Financial and BL infrastructure
Resilience Society
Accelerate Skills and
Values
Immersive Environment
Agree 17 16 28 18
Disagree 13 14 12 12
Total respondents 30 30 30 30
The data were analysed according to the condition for the classification of generic elements in Table 3. This was significant to attain an accurate result and appropriate elements for the blended learning model. The result indicates that all of the elements were recommended and compulsory elements, the elements with majority scores were designated based on the results as all of the scores were more than four.
Table 3
Indicator for Selection Suggested Elements
Total score Indicator
21 to 30 Compulsory
10 to 20 Recommended
0 to 9 Discarded
The proposed elements are then validated and reviewed by three experts. All of them agreed that the elements are viable for the infusion in the blended learning model. They have given enriched comments to improve the existing BL models based on the current environment as stated below:
Expert 1: Counsellor
“Mental health crisis has increased among students and teachers during online learning but there’s no appropriate action taken to resolve”
Expert 2: Counsellor
“Online learning during MCO has encountered many educational psychological issues including behaviour, learning difficulties that cause stress, anxiety and depression”
Expert 3: Technologist
“Even though blended learning has solved problems on delivering knowledge during pandemic, these models has not embedded psychological empowerment elements”
Figure 4 depicts the new model BL model. The description of each element to be infused in the new BL model is detailed as follows:
1. Financial and BL infrastructure
• protect education’s financial resources and coordinate with Blended Learning
• offer sufficient funding and financial assistance to students to make education more accessible.
• select BL models that are flexible with students’ socioeconomic and demographic backgrounds in addition to providing a healthy, stable, and conducive learning climate.
• ease of internet access and provide technology infrastructure especially in rural areas
2. Resilience society
• sustain the educational system with Shared Property Vision 2030 on equity of education
• focus on the needs of underprivileged children from lower socio-economic backgrounds through specifically targeted interventions.
• enhance communication mechanisms with peers in school society
• change the mindset and positive behavior of students, teachers, and parents in order to foster a better education system and mutually respectful relationships.
• raise mental health awareness by offering free counseling sessions or hosting public awareness and educational campaigns and events
ISSN 0126-7663
3. Accelerate Skills and Values
• ensure that the curriculum is well-balanced, promoting not only children’s academic abilities but facilitating and contributing to the instillation of values expressed in the Student Learning Outcomes.
• assist institutions in the evaluation and expansion of reskilling, retooling, and professional development initiatives focused on BL
• incorporate the principles of creativity and entrepreneurship into the curriculum by providing software and technology training for educators.
• accelerate positive values changes by responding to numerous requirements evolving societal and environmental concerns such as sustainable growth, climate change, and social cohesion
4. Immersive environment
• receive new knowledge and skills in an environment rich in sensations, perceptions, and emotions
• adds digital experiences to education that addresses the problem in the education of the lack of student excitement, attention, and engagement
• experience the simulated environment and felt like they are really experiencing the crisis situation.
Figure 4
An Infusion of Psychological Empowerment in the New BL Model.
10
better education system and mutually respectful relationships.
raise mental health awareness by offering free counseling sessions or hosting public awareness and educational campaigns and events
3. Accelerate Skills and Values
ensure that the curriculum is well-balanced, promoting not only children's academic abilities but facilitating and contributing to the instillation of values expressed in the Student Learning Outcomes.
assist institutions in the evaluation and expansion of reskilling, retooling, and professional development initiatives focused on BL
incorporate the principles of creativity and entrepreneurship into the curriculum by providing software and technology training for educators.
accelerate positive values changes by responding to numerous requirements evolving societal and environmental concerns such as sustainable growth, climate change, and social cohesion
4. Immersive environment
receive new knowledge and skills in an environment rich in sensations, perceptions, and emotions
adds digital experiences to education that addresses the problem in the education of the lack of student excitement, attention, and engagement
experience the simulated environment and felt like they are really experiencing the crisis situation.
Figure 4
An infusion of psychological empowerment in the new BL model
Psychological empowerment
THE NEW BLENDED LEARNING MODEL
Conclusion
Blended learning, on the other hand, allows us to optimize a range of beneficial educational functions due to its flexibility. It has been proven to increase learning regardless of distance and can be used successfully during disease outbreaks such as the COVID-19 pandemic. The outcome of this study is intended to place the entire community, specifically the educational system in a new global paradigm in curriculum transformation based on the current situation and future contexts. Many students and educators are likely to experience tension, anxiety, and depression as a result of the current situation, so it is important to provide emotional support to them. Thus, blended learning is significant in the transformation of higher education institutions. Besides, with an equal impact on K-12 education and industrial training, educators must be properly trained in digital skills and student-teacher engagement must be reinforced. Availability of digital infrastructure with adequate internet availability and access to gadgets must be ensured for poor students to prevent any interruption of their education. Significantly, using this new approach of blended learning model with the infusion of physiological empowerment is to resolve mental health issues and related online learning problems during the COVID-19 pandemic.
Furthermore, the main contribution of this study is the transformation of education society and assisting adult in navigating the difficulties during the process of learning.
The findings of the study can be extended in the process of designing an application that meets the psychological needs of vulnerable students and educators for future use. Governments and relevant stakeholders’ must collaborate to eliminate the technical obstacles by investing in digital technology and reducing access costs.
As a result, these will provide educational support and resources to educators.
Consequently, the teaching and learning process will be more accessible, ensuring that long-term national growth goals are achieved.
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Author:
Hashiroh Hussain
Institut Pengajian Guru Kampus Sultan Abdul Halim (IPG KSAH) 08000 Sungai Petani, Kedah, Malaysia
Institute of Teacher Education (IPG) (Darulaman Campus) Bandar Darulaman, 06000, Jitra, Kedah, Malaysia Email: [email protected] / [email protected] Hanisah Najiah Binti Harris
Institut Pengajian Guru Kampus Sultan Abdul Halim (IPG KSAH) 08000 Sungai Petani, Kedah, Malaysia
Institute of Teacher Education (IPG) (Darulaman Campus) Bandar Darulaman, 06000, Jitra, Kedah, Malaysia
