Aplicación del factor de escala de ganancia

After identifying which problems to consider, a solution should be proposed to resolve them. Looking at each problem in light of the factors identified earlier, and within the scope and limits of this research, a solution for each is proposed.

1. Traditional education system problem: As noted earlier in the literature, it is not advised to ‗jump‘ to the other extreme. Moving gradually and smoothly will be a better choice than going completely online – ‗pure‘ e-learning. As such, the

elements that contribute to resolving this problem are: 1) blending face-to-face setting with Internet based on e-learning; 2) blending several delivery modes i.e. synchronous and asynchronous such as face-to-face, email, forums, downloaded contents; 3) blending learning theories: constructivism and behavioral 4) employing and blending instructional strategies such as discovery-based/ didactic-based, case- based, scenario-based, problem-based … . Through this, the education system will

gradually shift to a more learner-centered learning, while not alienating both the learner and instructor from what they have been accustomed to. Learners will be exposed to a more modern ways to learn, where they will take some controls over the learning process. Instructors will be migrating from the traditional teaching methods in a pace that suites their individual characteristics and skills. This is in line with the principles of good teaching, according to Tham & Werner (2005).

2. Impact of occupation: The proposed solution will definitely not end the occupation. However, what it can do is to ease some of its negative impacts. This can be done through 1) blending face-to-face with Internet based setting, 2) offering flexible and convenient time, in addition to having electronic contents available 24/7. In this way, the need to be physically present in campus every class/day is decreased, at the same time if for any reason related to occupation, a student cannot come to class, he/she can use the Internet-based settings to communicate and interact with lecturers and students, and to access contents and other related materials online.

3. Economic situation and cost: This model is not an economic solution to the problem. However, it contributes in decreasing the relative cost to attend classes – commuting and other daily expenses - and drops relative cost through saving room occupancy time and related expenses like electricity cost. This can be accomplished through 1) blending face-to-face with Internet based settings, 2) not demanding high cost/sophisticated equipments. In this way, students do not have to come to campus

all the time, which in turn reduces the relative cost of computing and other expenses. In addition, when the model is implemented in the simplest possible way, with options and alternatives for communications methods, and for contents types and delivery methods, students can mostly use whatever computers and equipments they have without the need to buy extra and/or sophisticated ones.

4. High student-to-lecturer ratio: It can decrease the negative effect of this ratio through 1) blending face-to-face with Internet based settings, 2) offering variety of delivery modes, 3) variety of communication methods, and 4) blending variety of instructional strategies. This is achieved, as a result of the above, as it becomes easier to contact and communicate with larger number of learners through electronic methods. Contents can be easily distributed/ delivered to learners in forms other than the traditional text-based content delivery. The blend of instructional strategies allows for a better control over large classes and for a better transfer and/or construction of knowledge to and at the learner‘s mind.

5. Infrastructure: As the current infrastructure does not support pure e-learning, or at least the more dependency on technology in learning, the model considers this fact and utilizes the available infrastructure through blending face-to-face and Internet based settings which does not need any sophisticated infrastructure, leaving it up to the implementer to make the best use of the available technology.

6. Instructor-related problems: A solution to these problems – or at least easing them- is 1) blending face-to-face with Internet based settings, 2) blend of learning theories like constructivism and behavioral theories, 3) blending various delivery modes, and 4) blending communications methods. In this way, by depending on the instructor‘s characteristics, experience and teaching styles, he/she can choose what suites him/her best when doing the job. At the same time, the model, through its blends, encourages, and in fact requires the instructor to improve his/her skills and teaching

methods through the gradual implementation of the model. For example, through one and three above, the instructor is encouraged and ‗forced‘ to use and utilize some technology.

7. Learner-related problems: Similar to the instructor-related problems, the solution is the same but from the learner‘s perspective. In addition to that, the blend of various instructional strategies also contributes to the solution. Depending on the learner‘s characteristics and learning style, the instructor can offer what suites the learner best, be it communication method, content delivery, learning theory or instructional strategy. At the same time, the learner has the choice for communication method, delivery mode, and instructional strategy, whichever that suite him/her best.

The problems and proposed solutions are summarized and shown in Table 4.13

Table 4.13: Problems and proposed Solutions based on Literature and Information from the Questionnaire

Problem Solution

1 2 3 4 5 6 7 1. blending face-to-face setting with Internet based e-learning √ √ √ √ √ √ √ 2. blending several delivery modes √ - - √ - √ √

3. blending learning theories √ - - - - √ √

4. blending instructional strategies √ - - √ - - √

5. Time - √ - - - - -

6. blend of communications methods - - - √ - √ √

7. Not demanding high cost/ sophisticated equipments. - - √ - - - - As noticed above, a solution is proposed for each problem individually. Although this is a good start, it is the intention of this research to tackle and solve these problems collectively within the umbrella of the identified factors earlier. As it could be easily noticed, these problems are interrelated and the proposed solutions are overlapping in many instances. However, solution one contributes to solving of all problems, but does not mean it solves them all by itself. At the same time, several solutions contribute to solving a particular problem, such as problem seven (7). On the other hand, the factors that have been identified earlier play a major role in determining the proposed solution.

Similar to Table 4.13, factors and solutions can be tabulated too, as shown in Table 4.14.

Table 4.14: Factors and Proposed Solutions

Factor Solution

1 2 3 4 5 6 7 8 9 10 11 1. blending face-to-face setting with Internet based

e-learning

√ √ √ √ √ √ √ √ √ √ √

2. blending several delivery modes √ - √ - - √ √ - √ - -

3. blending learning theories √ - √ - √ - - - - √ √ 4. blending instructional strategies √ - √ - √ - - - - - √ 5. Time √ √ - √ - √ √ - - √ -

6. blend of communications methods √ - √ - √ √ √ - √ √ -

7. Not demanding high cost/ sophisticated equipments.

- - - √ - - - - - - -

In addition to the factors and problems above, the identified needs for e-learning in the Palestinian higher education institutions are taken into account, though not directly, for the final ‗solution‘ in the form of the proposed model. Table 4.15 is a portrait of the factors, problems, needs and proposed solutions that craft the foundation of the new model.

Table 4.15: Portrait of Factors, Problems, Needs and Proposed Solutions

Factors Problems Needs Solutions

1. Instructor 2. Learner 3. Infrastructure 4. Cost 5. Pedagogy 6. Time 7. Political 8. Legal 9. Language 10. Delivery mode 11. Instructional technology 1. Traditional education system 2. Impact of Occupation 3. Economic situation 4. High student- to-lecturer ratio 5. Instructor- related problems 6. Learner-related problems 7. Infrastructure

1. Internet and Networks 2. Training

3. Facilities And Equipments

4. Computers

5. Software and Systems 6. Materials and Online

Resources

7. Support and Assistance

8. Student‘s Side Needs 9. Time And Load 10. Expert/ Lecturer 11. Web features 12. Others

1. blending face-to-face setting with Internet based e-learning 2. blending several delivery modes 3. blending learning theories 4. blending instructional strategies 5. Time flexibility 6. blend of communications methods

7. Not demanding high cost/ sophisticated equipments.

Combining the individual solutions as shown above, will result in an integrated solution for the above factors, problems and needs. This solution is actually the new blended

CHAPTER 5 THE NEW MODEL

5.1 Introduction

The new model is developed to address the factors in blended learning that have been identified earlier. It is a solution to the identified problems that are related to e- learning implementation in the higher education in Palestine. The general objectives of the model are to ease the problems, help to improve the education system by transforming it from traditional to blended learning, while improving learner satisfaction and motivation; improving communications among learners and instructors, and reducing relative cost for both learner and institution.

This chapter presents the new model. It shows the first version of the model, which was pilot tested – see Figure 5.1 – and an explanation of the model, then shows the results of the pilot test. It goes on explaining the revision process for improving the model and the questionnaire used for evaluating it – which was used in the pilot test – to come up with the revised version of the model as shown in Figure 5.2. This is then followed by reporting the evaluation results of the revised model, and finally a discussion of the findings.