Researched byEunwook Park
Doctoral Student/SLAIT Program, University of South Florida
Fall 1999/Spring 2000
Q:
What is hybrid Instruction?
A: Hybrid Instruction means any format of instruction combining
dynamically both technology and human instruction components to maximize respective
advantages, but excluding the passive co-presence of the both.Here,
we would yet narrow it down to those concerned with second language learning
as a goal.Since the range of the combination can vary,
we may find various formats depending on the proportion of each component.In
addition to this, we also need to consider various factors running within
the concept such as teacher participation, roles of instructor / students
/ other personnel, as well as affective domains (anxiety) of both teacher
and students.Considering these factors
together, we may find different locations of the diverse formats on the axis
of human-technology involvement, students’ autonomy-class control of teacher
and/or anxiety-confidence of students.In this context, some of the exemplary formats
are such as,
(1)Computer Mediated Instruction: Multimedia program is
the principal material that allows students’ autonomous learning on their
individual paces, while the instructor does more facilitator’s role rather
than fully control the learning.
(2)Web-based courseware,
Distance Learning: In this case, the media plays a role as a channel to communicate
at the same time the container of learning material.Communication with the instructor has importance
since this will bring the interaction between the students and the instructor,
as well as among peer students.Instructor may take control of the running of the frameworks, but
not necessarily every sections of it, allowing room for students’ own progress
and use.
(3)Distance Learning as distribution channel: This case
uses delivery modes such as Videoconference, Televised Distance Learning,
Web delivered course, etc.Here, delivery
mode works as a communication channel (transparent).The
instructor controls most of the running of class while strives to bring interactive
learning to happen.Synchronous or asynchronous
interaction is provided.In some cases, professional operator / technician
may be needed for technical realization.
(4)In class use of technology: Technology is here used as
an additional material in rather traditional setting.However, using various multimedia presentation tools and/or authoring
tools, technology still incorporates students’ dynamic participation, which
differs from passive or one-way use of technology.
Q:
Why would I use hybrid instruction?
A: Taking the advantages
of both the human and technology components, hybrid instruction may have advantages
to
(1)Maximize the efficiency
of the technology used, by providing guides and necessary feedback concerning
the technology
(2)Reduce the anxiety of students
and/or teachers on the use of technology by providing more friendly learning
environment for students
(3)Help them building relationship
and membership of learning community which full technology model students
usually lacks most.
(4)Bring flexibility for students
of different learning styles and time management
(5)Provide wider range of
resources as main or supporting material in various delivery modes
Q:
What equipment do I need?
A:
See various formats depicted in Q#1 and refer to each delivery modes in hyperlinks.
Q:
How can I as a teacher use it? / How does it help me as a teacher?
A: When new technology
is introduced in initial stage, where both students and teachers are not fully
confident in using the technology, a balanced use of the technology will reduce
the risk and help find most suitable format.For example, when multimedia computer lab is
introduced, a series of related activities using the technology will facilitate
more meaningful learning experiences than pattern drills.Also, when students and teachers need more flexibility
on learning experience, technology can be used for various group projects.For
example, in a bloc-schedule for which many teachers run for ideas, group or
individual projects may be used for more creative works rather than showing
a video.
Q:How can my students use it? / How does it help
my students?
A: Taking its advantages,
hybrid instruction may be profitable for
(1)Students with high anxiety
in the technology used in the format: teachers guide and feedback is the most
important and wanted elements in many cases of technology based classes.
(2)Students with less autonomy
on their learning: instead of fully charge responsibilities on students’ shoulders,
a balanced guiding and facilitation would keep their motivation to complete
the learning.
(3)Students with learning
difficulties: if an individual or a group of students have learning difficulties,
teachers’ involvement may help them for academic success.For example, in ‘inclusion’ classes, flexible
amount of attention may be paid to those in need while responding the advanced
group for further development.
(4)Students learning in second
or foreign language environment: for example in an institute with Intensive
English Program, where foreign students have to learn, communicate in English
as a foreign language, using the computer resources for the first time, technology
literacy could be a hidden factor on their achievement.Many students can benefit from the technology
while many can be frustrated from the technology at the same time from the
language.Hybrid instruction should
facilitate the maximum of learning opportunity by reducing any inhibiting
causes and by providing the very needs of students.In addition to this, considering the powerful effects of instructors
at intensive English program, who is the main source of native speaking counterpart,
proper preparation and understanding of technology in ESL classroom to provide
more individualized responses to students’ needs may have great importance
on students’ future development and performance.
Q:
What possible problems might I encounter?
A: In some cases,
(1)Insufficient explanation
/ understanding of the technology part, might still brings frustration and
problems, so to make face-to-face classes just trouble shooting sessions rather
than self standing one.
(2)Either of the components
can be misled to too much or too less expectation that maximum of effects
can be inhibited. (Ex. Technology as mere a supporting material, excessive
expectation for the technology, etc.) Again, the presence of technology doesn’t
necessarily bring the effective class and it should not be depended as the
only source.
(3)As the new formats need
adjusted or even new roles of teacher and student, and more suitable activities
exploiting the most of advantages, the existing traditional setting of roles,
environments, or lessons may not fit to the new format: need a new model.
Q:
Who is currently using it?
A:
Up until now, many classes using technology are actually not fully technology
basedones instead they are in a sense
in hybrid forms.However, there aren’t
many cases with emphasis on the both sides, making dynamic use.To make the most of the available technology
for students’ sake is really our –all of us in education- job to making it
happen.
Q:
What does this mean for the future of SLA?
A: In the time of transition with the “digital” revolution,
hybrid instruction may be used to minimize possible resistance from those
who are not proficient in technology.The
presence of technology itself doesn’t mean a better quality of instruction,
as we have testified for last decades.Too much optimism or pessimism has misled the use of technology in
education along the coming of new media.The
changing roles of teacher-student relation, roles of technology presence in
class would then need adjustment of expectations or practice of each role,
while the curriculum itself needs to be adjusted to suit the situations.Without declining either of human or technology
part, hybrid instruction could bring a prudent way to combine the advantages
from both.However, since most of current
researches are done with general context of hybrid instruction, future research
may be specifically emphasized on language learning situation, while controlling
either of human or technological part for the efficiency.Alternative
approaches and curriculum adjustment can also be conducted for the vision
of future curricula development.Considering
various delivery media, research on the best use and implementation of media
may be sought.Also, instead of comparing
the outcomes of specific course, the effect of hybrid instruction toward the
performance of subject as whole, in longer period of time may also be suggested.
Q:
Who can help me?
A:
Many researchers and colleague teachers share opinions and ideas using numerous
Internet listservs.Professional listservs
such as FLTEACH, LLTI, DEOS-L, IT-Forum will be a good place to ask any help
as well as follow current trends in technology applied instruction through
their archives.
Q:
Where can I find more information?
A: Again, professional listservs and distribution lists are good places to start.Research journals and educational magazines will provide you more information on up-to-date researches and experiences from case studies.Below are the references of some articles of interest:
Teachers’ Role
-Berge, Z. (1995) The role
of the online instructor/facilitator, online available at http://jan.ucc.nau.edu/~mpc3/moderate/teach_online.html
-Hauck, M., Haezewindt,
B., (1999) Adding a new perspective to distance (language) learning and teaching
– the tutor’s perspective, ReCALL, 11(2), 46-54.
-Moore, S. (1997).The role of teacher in distance education: the
teacher perspective, ERIC document ED407022.
-Olesinski, R. et al. (1995),
The operating technician’s role in video distance learning, ERIC Document
ED387123.
-Reagan, T., Osborn, T.
(1998) Power, Authority, and Domination in Foreign Language Education: Toward
an analysis of educational failure, Educational Foundations, 45-62.
-Sandy, C. (1999) The teacher
as builder and architect, The Language Teacher, 23(6), 29-30.
-Tinson, L. (1996) Teachers’
vital role in bringing technology into the classroom (Technology for Learning
Project, Los Angeles County, CA), Thrust for Educational Leadership, 25,
10-11.
-Warshauer, M., Turbee,
L., Roberts, B. (1994) Computer learning networks and student empowerment,
(Research Note#10), Honolulu, HI: Univ. of Hawai’i, Second Language Teaching
& Curriculum Center.
Affective Domain
-Hara, N., Kling, R. (1999).
Students’ frustration with a web-based distance education course: a taboo
topic in the discourse, online available at http://www.slis.indiana.edu/CSI/wp99_01.html
-Ropp, M. (1999). Exploring
individual characteristics associated with learning to use computers in pre-service
teacher preparation, Journal of Research on Computing in Education,
31(4), 402-24.
-Jegede, O., Kirkwood, J.
(1992). Students’ anxiety in learning through distance education, ERIC
document ED360476.
-Reinhart, J., Schneider,
P. (1998). Foundations for creating effective two-way audio/video distance
education environments, ERIC document ED423856.
-Wild, M. (1996). Technology
refusal: rationalising the failure of student and beginning teachers to use
computers, British Journal of Educational Technology, 27, 134-43.
-Ross, J., Schultz, R. (1999).
Can computer-aided instruction accommodate all learners equally?, British
Journal of Educational Technology, 30(1), 5-24.
Distance Learning Experiences
-Laouenan, M., Stacey, S.
(1999). A brief experiment in distance teaching and learning of French, British
Journal of Educational Technology, 30(2), 177-80.
-Grasinger, M. (1999). Successful
distance learning: teaching via synchronous video, College Teaching,
47 (2), 70-3.
-Merisotis, J., Phipps,
R. (1999). What’s the difference? Outcomes of distance vs. traditional classroom-based
learning, Change, 31 (3), 12-17.
Cognitive Variables
-Castelli, C., Colazzo,
L., Molinary, A. (1998).Cognitive variables
and patterns of hypertext performances: lessons learned for educational hypermedia
construction, Journal of Educational Multimedia and hypermedia, 7(2-3),
177-206.