(Bates and Poole, 2003).
As shown in figure 1 blended learning can mean minimal rethinking or redesigning of classroom teaching, such as use of classroom aids or complete redesign in flexibly designed courses, which aim to identify the unique pedagogical characteristics of face-to-face teaching, with online learning providing flexible access for the rest of the learning. The following are the limitations of lecture/ classroom based learning systems:
i. It is passive: Probably the main argument levied against lecture-based classroom styles involves how little it truly engages students. Breaking up the monotony with activities like quick papers, question-and-answer sessions, quizzes and others creates a more dynamic learning environment with memorable content. Lectures undeniably have their place in education, but should not be considered the be-all, end-all technique. In courses conducive to traditional talking structures, there’s no reason to completely abandon them. Merely punctuating lectures with something more interactive might be all a lecturer really needs to get students learning and retaining knowledge.
ii. It facilitates rote learning above all else: Lecture-based structures serve as particularly adroit conduits for rote learning and memorization essential components to a well-rounded education, to be certain, but ones often over-emphasized in contemporary classrooms. Listening to lessons on repeat only works best for some courses, not all, and its main drawback involves compromising critical thinking skills. Including simple question-and-answer sessions during or after makes for the best tactic to break up some of the monotony and challenge students to truly contemplate the material.
iii. It is biased: One of the most obvious issues with relying largely on lectures involves teacher bias. Most courses are not objective, and since the instructor stands as the highest authority in the room, the more rigid, rote structure only presents her or his perspectives on the matters at hand. The most effective education allows students to consider content from multiple angles and form opinions accordingly, not just perpetually parrot back what teachers spoon-feed into their cranial meats.
iv. It precludes discussion: This particular format allows for far more
perspectives and discussions than solo lectures, and students have the luxury of critically thinking about the material as a result. Only allowing the teacher a forum to express his or her personal views shuts out all other insights, which leaves students feeling excluded from their own education.
v. Minimal student feedback: If a lecturer just stands there talking to the class, there’s no real way to fully grasp whether students understand the subject until assignment or test time rolls around. Breaking up classes into discussion groups, note-trading sessions, or something similarly interactive and eclectic helps different learners absorb lessons in a more comfortable way, but it also allows them to inquire about anything particularly confusing as well. Too many students asking too many questions might indicate that some things might need tweaking and clarification in future classes. Without such valuable feedback, teachers would not be able to improve their offerings and create the most effective educational spaces possible.
vi. Not every teacher excels at public speaking: This is exactly why they need as much valuable student feedback as they can get. Poor communicators can seriously be humiliated by different learners, even if
they typically benefit from traditional lecture structures. It is crucial that lecturers understand where their limitations lie when it comes to public speaking, and alter their styles accordingly for maximum educational action.
vii. It only nurtures a limited range of skill sets: Perhaps unsurprisingly, the whole thing about lecture-based classes only catering to a few different learning styles also ties into criticisms regarding the limited number of skill sets it strengthens. As a passive format, creativity, critical thinking, analysis, and other more active ingredients in a valuable education receive little attention. Lectures certainly fortify memorization and note taking, but they are not the only abilities students need to succeed.
2.5 Usefulness of students’ chat information system.
It is a web-based application that has effective and responsive ways for lecturers to create, deliver and manage courses. The system will be useful in the
following ways:
1. Consistency of learning delivery: The student chat system will keep the course content centralized so all students will have a single source of content in one location, instructions and questions. No excuses of old books or last year’s material will arise. Everybody will surely be up-to-date, since students can quickly exchange various resources.
2. Increased communication and collaboration: Students can collaborate on different tasks, make connections and exchange opinions with others and stay updated with latest news from the lecturer.
3. Easy distribution of course contents: In the student chat information system course contents can be distributed as easy as sending an email. Lecturers can easily combine text, images and video in the system which cannot be done on paper. Through the use of engaging materials, students will keep their focus and learn more.
4. It saves cost: Course materials are produced once but can be used over and over again. Over a time period, the cost of delivery for each course will be dramatically reduced and students can submit assignments with just one click.
2.6 Technology used in delivery
The various technologies used in distance learning can be divided into four categories: Print, audio, video and Computer technologies respectively.
A. Print: Materials on course websites for students are for viewing or printing. The posted materials remain, available throughout the semester (or until when the lecturer decides to remove it). It is just like handing out
materials in a face to face class and it will eliminate the expenses.
B. Audio: This technology offers cost effective Ways to enhance distance learning courses. Audio recordings are easily duplicated and very versatile. They can be used to deliver lectures, panel discussions or instructions for distant learners.
