Blending Using Online Activities A Case of a

Blending Using Online Activities: A Case of a Significant Learning Experience at a Jordanian University Salam Abdallah Abu Dhabi University, UAE Salam. abdallah@adu. ac. ae

Introduction Background Blending with Online Activities & Social Constructivism Challenges as catalyst for change – Rote memorization – Information overload – Surface learning, no critical thinking – Little value added to their knowledge and experience – Dull & lacks motivation – Lifelong learning skills development

Research Method Case – Context – Research Question: “How online activities have impacted students learning? ” – Data • 150 students, 5 semesters, 300 Qualitative – rich data, • Students were asked to discuss openly the things they liked and disliked about their online participation. • Framework of analysis – The “Taxonomy of Significant Learning” proposed by Dee Fink (2003)

Fink’s Taxonomy of Significant Learning • Aimed at higher education, to expresses the need for learning that impact the lives of adult students. • No change, no learning

4. Findings and Discussions Students description of the online learning environment: “interesting”, “enjoyable”, “rich”, “motivates”, “interactive”, “easy way to learn”, “relevant to our lives”, “great experience”, “no stress”, “creative”, “active” and “beneficial”

1. Foundational Knowledge • Related to content acquisition, key understandings and remembering of various topics including terminologies, concepts, theories ideas or perspectives. …The best thing in this forum is that it allows others to comment on your post, the more opinions we get, the better understanding we gain. In addition, this helps other students on getting more knowledge when they read answer each others' posts… Indicators Depth, more understanding, more knowledge, new knowledge, remember, learn more, stored in my mind, variety of information, deep understanding, gain experience and knowledge • Student had the opportunity to understand topics in depth and gain diversified knowledge in a new different way and their own language. students were active in searching, reading and writing, which had impacted the retention and memory recall of information.

2. Application • Related to students gaining certain skills to allow for engagement in critical or creative thinking or practical development of ideas or artifacts, or managing projects. This kind of learning allows the other types of learning to become useful e. g. using foundational knowledge to think critically about other issues. Critical thinking • Observing and learning from diversity …can see other students assignments and make comparison and learn from others experience… • Broadening horizon of thinking …extending the boundary of thinking, by trying to predict the possible outcomes or problems… • Improving thinking ways … it was an experience that enriched my ability to think correctly on how to comprehend the different raised topics for the subject…

2. Application (Cont. ) Skills Confidence and freedom of expression …gave me the opportunity to express myself freely and without any barriers. …I had more self confidence to introduce any topic that I find useful for students Care and accuracy …because I feel that I am going to prepare a document not only for me but it is mainly for others, because every thing should be accurate and revised thoroughly Searching, reading, writing, and using technology … It helped me in writing in English …gain more benefits from reading the other students’ blogs…it made me search for answers whether from other books or from the internet…Online learning activity helped me improving my skills through writing intensively. . . in addition of the experience of using the internet…it increased my computer knowledge… • Students gained lifelong learning skills such critical thinking, communications, and technology use and gave them a sense of significant learning experience.

3. Integration • Relating fragments of knowledge to build a holistic understanding or the ability to connect to other people or to integrate knowledge between different contexts and this provides the learner with intellectual power. …the website, glossary, blogs, discussion board, helps to bring everything together…making connection between the book theory with the practice side… Indicators Linking, relation, harness, designing and building, tie ideas together • The complementary activities assisted students to see knowledge holistically. Students were relating various fragment of knowledge and were also integrating knowledge into their working lives.

4. Human Dimensions (self, others) • To know something of value about themselves or others, such as self image or what they want to become. Sometimes students acquire a better understanding of others: how and why others act the way they do, or how the learner can interact more effectively with others. …It gave the opportunity to know how the other think, which I have to respect and give value. It is a mean of learning to hear to each other and communicate … how to deal with my self and how to see my self while I am in such situation which give a great sense ( a feeling of responsibility)…working as one team and to accept the opinions of others… • The dynamics of the environment allowed students to interact more effectively and purposefully with themselves and with others, basically they were learning about the “Human dimension” of life.

5. Caring • Related to the change of feelings, behaviors, interests and values. This change motivates students and provides them with energy to learn about the subject in a lasting way; deeper and more meaningful …I like the feeling that the student is attached to the subject throughout the whole week and not just during the lecture hours… I like the way we take the lecture cause we have to participate and share opinions and thoughts which makes us somehow active… Many years later I will remember all about this subject… the quick response from the site administrator and his wide interest and respect to his student which encouraged everybody to speak and write without fear… Indicators Active, enthusiastic, stronger connection, motivated, connect with course, had developed a love for seeking knowledge • Student have cared for the course and its active method of teaching which had positively motivated their learning and skills development.

6. Learning How to Learn • Gain understandings about the process of learning and to give the leaner sustainability in continuing learning for life with greater effectiveness. …This experience has benefited me by changing my way of studying, which used to rely on memorization and than comprehension followed by application some of the understandings in my work, after this experience, became capable to abstract and how to utilize many of the knowledge and understanding in my working live… Indicators construct appropriate new knowledge, taught me how to learn, develop another approach of thinking, learning from each others • Students had acquired skills to learn better, how to construct new knowledge and how to learn from each other by collaborating.

Summary “The method of learning the subject was effective, it allowed collaboration, thinking and actions to collect information related to the subject, so in general it is a good way to learn and at the same time enjoyable, but requires extra time and effort for the student” [Student Statement]

Value of Blending with Online Activities • Fosters active learning • Encourages skills building: critical thinking, reading, writing, searching, collaborating, self development, and technology use • Builds holistic view of the subjects • Motivates quality work, because work is visible • Retention of knowledge is improved • Less effort required prior to exams

Conclusions • The environment promotes active, self directed learning opportunities in a flexible approach that can produce significant learning. • Use of online activities should be encouraged at local educational institutions as a way to strengthen the faceto-face learning environment and in order to equip students with lasting lifelong learning skills. • The use of Fink’s Taxonomy of Significant Learning had provided a good framework for understanding students statements and to answer the research question: “How online activities have impacted students learning? ”

Thank you Questions & comments Salam Abdallah, Ph. D Assistant Professor of MIS Abu Dhabi University, UAE isalam@gmail. com