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Imagine blended learning as a mix of traditional classroom teaching and online learning. It’s like having the best of both worlds.

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Imagine blended learning as a mix of traditional classroom teaching and online learning. It’s like having the best of both worlds.

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And other classes online, using computers, phones or device.

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And other classes online, using computers, phones or device.

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Singapore have a well-thought-out and phased plan for implementing blended learning. The strategy includes starting the implementation from Term 3, 2021, and gradually expanding it to cover all levels by Term 4, 2022. This suggests a careful and systematic approach to introducing blended learning across the education system.

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It lets you learn at your own speed. You can check out lessons online when it suits you, giving you more control over your study time.

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Singapore's commitment to ensuring that financial constraints do not hinder students' access to personal learning devices is notable. The use of Edusave Accounts, a one-off Edusave top-up in 2020, and additional support for students on the Financial Assistance Scheme demonstrate a proactive approach to addressing potential barriers to adoption.

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The emphasis on less structured Home-Based Learning (HBL) days, allowing students to engage in self-directed learning and pursue their own interests, reflects a student-centric approach. This flexibility in the structure of HBL days may contribute to a positive and engaging learning experience for students.

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students get to use amazing tech tools, preparing them for the real world. It’s like having a special weapon – knowing their way around computers and online stuff.

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students still get to chat with

teachers in person, but blended learning helps them give special attention when you need it.

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Optimizing resources through blended learning can contribute to economic efficiency in Oman within the education .

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Adopting blended learning aligns Oman’s education with global trends, ensuring relevance and competitiveness.

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Blended learning contributes to an improved overall learning experience, making education more engaging and effective.

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During a pandemic, lockdown, or other challenges, blended learning enables seamless transition to online education, ensuring continuous learning readiness.

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Teach teachers how to use technology and online tools so they can help students learn in different ways.

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Keep parents informed about how blended learning works and involve them in their child’s education journey.

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Impact of Blended Learning during Covid-19 in Sultanate of Oman

written by: Smiju Sudevan, BushraAl Barwani, Esraa Al Maani, Sita Rani, Arun Kumar Sivaraman

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The article explores the implementation and impact of blended learning, which combines traditional classroom education with online methods. It emphasizes the competition among institutions to adopt information and communication technology for effective learning. A comparison with traditional learning highlights the flexibility, self-motivation, and social interaction advantages of blended learning. Various types of blended learning, such as face-to-face, rotation, and gamification, are discussed, along with the requirements for successful implementation—technical infrastructure, teacher skills, and student participation. The components of blended learning include direct connection, materials and protocols, and strategic follow-up. The impact is assessed positively in terms of expanding reach, increasing engagement, and facilitating collaboration, but challenges like technical issues and organizational obstacles are acknowledged. The article concludes with a survey of Omani students during COVID-19, revealing mixed opinions on blended learning and a preference for traditional methods. Despite challenges, the potential for improvement in blended learning experiences is recognized.

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Blended Learning in English Teaching and Learning: An Overview of Current Practice in Oman

written by: Maryam Al Mashaikhi, Sanitah Mohd Yusof, Lokman Mohd Tahir and Noor Azean Atan

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The article advocates for the implementation of blended learning in English-language teaching in Oman, driven by rapid technological development. Technology is deeply integrated into the curriculum to enhance the educational experience of Cycle One students. The positive impact of suitable technologies on academic achievement is noted, emphasizing technology as a key factor in improved learning. Despite the benefits, challenges associated with blended learning are acknowledged, necessitating solutions such as resolving technical issues, providing training, and recognizing performance. The study recommends examining the specific impact of blended learning on Grade 4 learners in Oman, considering conflicting opinions among English language teachers about its effectiveness in conjunction with traditional classroom activities. The rationale for focusing on Grade 4 students includes their need for attention, limited exposure to English outside the classroom, and the known effectiveness of learning a foreign language in early childhood.

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Make sure students have access to devices like tablets or laptops, especially if they need to learn from home during challenging times.

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1.      Al Mashaikhi, Maryam & Mohd, Sanitah & Mohd, Lokman & Azean, Noor. “Blended Learning in English Teaching and Learning: An Overview of Current Practice in Oman” Blended Learning in English Teaching and Learning: An Overview of Current Practice in Oman. Innovative Teaching and Learning Journal, 4(2), 59–70.

2.      Commonwealth for Learning. “CHAPTER 1 : Blended Learning” Available at: https://openbooks.col.org/blendedlearning/chapter/chapter-1-blended-learning/

3.      Ministry of Education Singapore. "Blended Learning to Enhance Schooling Experience and Further Develop Students into Self-Directed Learners” Available at: https://www.moe.gov.sg/news/press-releases/20201229-blended-learning-to-enhance-schooling-experience-and-further-develop-students-into-self-directed-learners#:~:text=From%20Term%203%2C%202021%2C%20all,Blended%20Learning%20at%20all%20levels.

4.      Sudevan, Smiju & Al Barwani, Bushra & Al Maani, Esraa & Rani, Sita & Kumar, Arun. “Impact of Blended Learning during Covid-19 in Sultanate of Oman” Annals of R.S.C.B., ISSN:1583-6258, Vol. 25, Issue 4, 2021, Pages. 14978-14987Received 05 March 2021; Accepted 01 April 2021.

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We asked two persons: a math teacher and a student, both of them witnessed blended learning during Covid-19 

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We asked two persons: a math teacher and a student, both of them witnessed blended learning during Covid-19 

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A dialough between Lukman and the teacher

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A dialough between Lukman and the teacher

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Lukman: How was your experience on blended learning? How did it feel switching to this mix of online and regular classes because of COVID-19?

The teacher: Yeah, it was quite a change. We had to quickly figure out how to teach in a new way. I had to come up with different plans to make sure students were learning, both online and at regular classes.

Lukman: What are some challenges that you have faced during that time?

The teacher: the most challenging aspect for me was the time when we had to teach students online. I was frustrated by the fact that I have to interact with my students from a screen without knowing whether they are paying attention to the class or not.

It also took me some time to get used to some programs like google meet and google classroom.

Lukman: Did you face any other problems because of the pandemic that made it hard to do blended learning?

The teacher: Definitely. Not all students had the same access to computers or good internet. Some couldn't fully join in because they didn't have the right tech stuff. It made me realize how important it is to make sure everyone has what they need for learning.

Lukman: Did any good things happen because of this new way of teaching, even with all the problems?

The teacher: Surprisingly, yes. Some students who were usually quiet in class started speaking up more online. It was kind of nice to see different sides of the students. But, of course, there were challenges too.

Lukman: What do you think about blended learning for the future? Will it develop our education?

The teacher: I think so. Even with the tough parts, blended learning gives us more ways to teach and learn. It's flexible and mixing online and regular classes can help different students in different ways.

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A daialough between Abdulmoneam and one of his cousins

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A daialough between Abdulmoneam and one of his cousins

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Abdolmoneam: Hey there! I heard you went through some tough times with your studies during COVID-19. Can you tell me how blended learning affected you?

The student: Yeah, it was kinda rough. I didn't like it much. My grades went down, and it was hard to keep up.

Abdolmoneam: That sounds tough. What specifically made it difficult for you?

The student: Learning from a screen was not my thing. I missed the normal classes, talking to teachers face-to-face. Also, sometimes the internet at my place wasn't great, so I'd miss parts of the class.

Abdolmoneam: It must have been frustrating. Did you find it challenging to understand the lessons with blended learning?

The student: Totally. It was just not the same as being in class. I like asking questions right away, and that's hard to do online. And when I didn't get something, it felt like I was on my own to figure it out.

Abdolmoneam: I get it. Did you try talking to your teachers about it or getting extra help?

The student: Yeah, but it's not like before. I couldn't just go up to them after class. Emails and online chats are not as good, you know? It felt kind of distant.

Abdolmoneam: I see. Did you face any other challenges besides the learning part?

The student: Well, keeping up with deadlines was a bit difficult. It's easy to forget when you're not going to a real classroom. And I missed hanging out with friends during breaks. It was kinda lonely.

Abdolmoneam: I can imagine, is there anything you think could have made it better for you?

The student: Maybe if there was more support for using the online tools. I struggled with those at first. And maybe more chances to talk to teachers, even if it's just online. It's the small things that make a difference.

Abdolmoneam: Thanks for sharing. It sounds like it wasn’t a good experience for you.