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0 Introduction In the rat race to pursue knowledge, all sorts of pedagogical approaches have been created to provide the students with the best learning experience. A popular trend is the blended learning approach, where most of the students are from institution of higher learning. 1.1 Definition of Blended Learning Approach Manishankar Chakraborthy (2009) has stated that blended learning approach is a mix of the conventional mode of classroom training along with the contemporary electronic learning. As for Williams (2002), he has defined blended learning as the combination of face-to-face and online learning. Bleed (2001), the Vice Chancellor of Information Technologies at Maricopa College, argued that the definition given by Williams is insufficient. Instead, he suggested that blended learning be viewed as an opportunity to redesign the way courses are developed, scheduled and delivered in higher education through a combination of physical and virtual education. In higher education, this definition of blended learning is often referred to as a hybrid model. Garnham and Kaleta (2002) said that the goal of these hybrids is to join the best features of in-class teaching with the best features of online to promote active, selfdirected learning opportunities for students with added flexibility. From these experts views, we can define blended learning as the trendy distance learning courses which are not only offered online or at a distance, they are also taught in the classroom and through group interaction. Additionally, this methodology also focuses on online interaction. 1.2 Four Major Reasons of Students Drop Out It is sad to disclose that there are a few factors that cause the students in the blended learning environment to feel demotivated. Studies at the University of Central Florida (Dziuban and Moskal, 2001) and the Universtiy of Wisconsin, Milwaukee (Garnham and Kaleta, 2002) indicated that students encountered a number of challenges with blended learning courses. The four major reasons for the drop out are students wrong

expectations, students poor time management, students inability to be responsible for learning and technology related problems. 1.2.1 Students Wrong Expectations As the students find the approach very new, they are in the opinion that fewer inperson classes mean less work. Then, there are those students who do not regard time spent in lectures as work. Instead, they treat time spent online and in class in a traditional course as work. (Aycock et al, 2002). With this misconception, it is of course not surprising to see them unable to cope in their work. 1.2.2 Students Poor Time Management Effective time management is crucial as the students need to study through selfmanaged learning, face-to-face interaction and online learning simultaneously. For the students, time management is a struggle for many undergraduate students. This becomes even more acute when they are required to go online and conduct face-to-face interaction. Then, there is a need for them to study independently according to whatever available time they may have left. 1.2.3 Students Inability to Be Responsible for Learning It is a known fact that many first year undergraduate students are away from home for the first time. They are in the early stages of learning how to learn. The notion of taking responsibility for their own learning can very hard for them to get used to since they have been passive learners within a traditional classroom for years. Hence, it is not surprising to see the students unprepared for the active learning role of a blended learning environment. 1.2.4 Technology Related Problems During the first few weeks of the semester, students will encounter problems related to technology. They may have problems accessing the online components of the course namely the website address and the information. Then, later on, the students may 2

have trouble downloading large files or access to certain more sophisticated web-based applications. (Ayock et al., 2002) 2.0 Three Main Challenges of Blended Learning Due to the fact that blended learning is a combination of online learning, face-to-face interaction and self-managed learning, the main challenges faced by learners can be categorized into three main types. The first challenge originates from self-managed learning. There is also challenge posed by face-to-face learning and then, we can see challenge coming from online learning. 2.1 Challenge Faced During Self-managed Learning Cross (1981) suggests there are at least three types of barriers that inhibit adult learning and that each of these types has relevance for self-direction in learning. Firstly, situational barriers are those arising from ones situation in life at a given time. Lack of time on their studies due to job and home responsibilities can cause a lot of problems for the self-directed learner. Then, there are also institutional barriers which are consisted of all those practices and procedures that discourage working adults from participating in educational activities. This is due to inconvenient schedules or locations, full-time fees for part-time study, inappropriate courses or study and so forth. On the other hand, dispositional barriers are those related to attitudes and selfperceptions about oneself as a learner. This barrier may prevent a person from taking on an independent learning project because of an inadequate place to study in the home setting. 2.2 Challenge Faced During Face-to-Face Learning During face-to-face learning, learners may have the wrong perceptions that it is the teachers job to give much input. It is true that direct interactions between learners and teachers are paramount. However, often operability issues like access and technical 3

support are inseparable part of e-learning. Consequently, it is utmost importance for learners to make a clear distinction between issues under their own responsibilities and from those under the instructors control. Learners also need to be skilled to access and handle information. However, it is the responsibility of the teachers to inform the learners of their learning task. Nevertheless, face-to-face learning is hindered when carried out in the classroom because Khine, et al. (2004) state that teachers often neglect the physical characteristics of the classroom because they do not associate the physical condition of the classroom to effective learning and interaction. Hence, learning can only progress with physical stress and minimum effectiveness. The uncomfortable physical environment can lead to lack of concentration of students on the task at hand and influence the way they feel and behave. 2.3 Challenge Faced During Online Learning According to Santrock (2001), the social, cognitive and behavioral factors play a major role in the learning process. It is hard to have social relationship between the online learner and teacher because emotion cannot be involved or reflected. There are times when the instruction is abstract or complex, the learner-teacher interaction is much needed for the learning process to exist. Myung, F.(2007) has stated that if the instruction is abstract or complex, learner-teacher interaction may be helpful. This problem is amplified in the case of an introvert. The introvert learner may not fare well because there is no visible person that he can see and connect with. For him, communication through the computers cannot reflect feelings. group of people may feel uncared for and choose to give up. They have problems This discerning the literal meaning of the instruction and hence, he may not progress.

3.0 Ways to Overcome the Challenge There are several constructive ways to overcome the challenges and to ensure successful learning experience. The constructive ways can help learners to stay motivated until the end of the course. a. Getting the Learners Psychologically Prepared through Student Support Services Facilitators and administrators have the responsibility of working hand-in-hand to overcome the barriers faced by the learners. They can do so by informing the learners of the challenging and complexity of the course beforehand. Biggs and Sommefeldt (1991) have said that this is so that they are appropriately prepared for the learning experience they will encounter, both in terms of technical skill and confidence in learning through this route. Trentin (1999) comments: Before directing students toward specific educational goals to utilizing the Internet, teachers must test first-hand the interaction opportunities the network offers. Therefore, it is crystal clear that it is not only enough for the learners to be well-prepared, the lecturer must experiment with the tools first. Then, the teachers must be there to offer the guidance and support needed by the learners. In this way, the learners can be prepared to take on this new task. b. Preparing Well-Structured Course Materials The teachers also need to ensure that the tasks given to the learners are carefully prepared to suit the abilities and capabilities of the learners. Gardner (1983) states that there are at least seven types of intelligence. These intelligences are necessary to solve problems. The designers must therefore consider the personality of each learner and design activities which suit each learner. In this way, learners can choose solutions that enable them to enjoy learning. Besides, the administrators need to ensure assistance in term of how to choose the right option is given to the learners. Myung (2007) states that the direction can appear as

a navigation recommendation message or diagnostics and inferential virtual tutor such as the help system in Microsoft Office. In due time, the learners can get used to the new types of learning and their confidence will be boosted. They will be motivated to work harder. Soomyung and Berge (2002) emphasize the importance of obtaining the learners opinions about the programme and evaluating the learners achievement to improve blended learning. considered carefully. Preparation to collect feedback and evaluation data needs to be As the nature of the learning is physical separation among

instructors and learners, both formative and summative evaluation should be carried out to increase the opportunity for feedback from learners. This may mean using some medium other than the primary delivery system for the class, such as using email or webbased forms for the evaluation of a video or an audio conferencing class. c. Providing More Opportunities for Interaction Whenever the subject matter becomes complex and difficult, tutorials and group discussions can be used. Interaction among students and between the learners and the instructor complemented by a high quality of content and instruction are desired features of all courses. High quality interactive learning experiences can be planned based on the instructors and course designers experience and competence. These methods help to achieve a wide range of learning outcomes, both of the cognitive and of the non-cognitive variety. The teacher, however, should restraint from becoming too dominant. Group-learning technique is originally confined to the military and business management training sections. However, they are now spreading to virtually all sectors of education. A wide range of subject areas can be taught, resulting in a wide variety of student learning outcomes. Hence, in order to maximize interaction, the instructor and the course designer need to be familiar with the characteristics of the delivery system.

4.0 Conclusion Blended learners face difficulties in learning as they are used to the traditional classroom delivery. The ultimate ways to overcome the ways to overcome the challenges have yet to be determined due to a number of factors like students expectation, time management, inability to study and technology related problems. Nevertheless, certain ways have been identified after much research and studies. Support for students and faculty is a main component for successful blended learning. Students and teachers should be given technology training and support. Voos (2003) strongly emphasized that a faculty development programme is central to the success of an institutions blended learning initiative. As a conclusion, learners will be more ready to learn in a blended learning environment if they are motivated internally earlier on. However, to improve ones life, he must face challenges. The benefits of blended learning approach in the long run far outweigh all the challenges. Co-operation from all parties; the administrators, teachers and learners is necessary to make blended learning a success.

References Aycock, et al. (2002). Lessons learned from the hybrid course project: Teaching with Technology Today, 8(6). [Online]. Available: http://www.uwsa.edu/ttt/articles/garnham2.htm. [2009, July 10] Biggs, J.B., & Watkins, D. (2001). University of Hong Kong. Pearson: Prentice Hall Briggs, A., & Sommefeldt, D. (2002). Managing Effective Learning and Teaching. SAGE Publications

Bleed, R. (2001). A hybrid campus for a new millennium. Educause Review, 36(1), 1624. Chakraborty, M. (2009). The Fun of Blended Learning and Training Approach: Learning and Development The Need of the Hour. [Online]. Available: http://knowledgeoman.com/forums/showthread.php. [2009, June 26] Cropley, A.J.(2001). Creativity in education & Learning a guide for teachers and educators. UK: British Library Cataloguing in Publication Data , 169-173. Cross. (1981). Self-Direction in Learning Chapter Eight. [Online] http://www.distance.syr.edu. [2009, July 15] Dziuban, C., & Moskal, P. (2001). Distributed learning impact evaluation. Research Initiative for Teaching Effectiveness. [Online]. Available: http://pegasus.cc.ucf.edu/~rite/impactevaluation.htm. [2009, July 10] Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. New York: BasicBooks. Garnham, C., & Kaleta, R. (2002). Introduction to hybrid courses: Teaching with Technology Today, 8(6). [Online]. Available: http://www.uwsa.edu/ttt/articles/garnham.htm. [2009, July 10] Groveman, A., Slavin, M. & Marilyn Frasier Kulik. (2008). Blended Learning: Benefits, Challenges and Methods. [Online] http://www.cluteinstitute-onlinejournals.com [2009, July 15] Ellington, H., and Earl, S. (1990). Facilitating Student Learning. Johor Darul Ta`zim: Universiti Teknologi Malaysia Skudai Myung, F. (2007). Encyclopedia of Educational Technology: Strategic approach to blended learning. B. Hoffman (Ed.)

Myung.F. (2007). Encyclopedia of Educational Technology: Strategic approach to blended learning. B. Hoffman (Ed.) [Online]. Available: http://coe.sdsu.edu.html. [2009, July 10] Santrock, J.W. (2001). Child development. (9th ed.). New York: McGraw-Hill.

Soomyung, K.C., & Berge, Z. (2002). Overcoming Barriers to Distance Training and Education. [Online] Available: http://usdla.org. [2009, July 15] Khine, M.S., et al. (2004). Teaching and Classroom Management: An Asian Perspective. Singapore: Pearson, Prentice Hall. Trentin, G. (1999). Network-based collaborative education. International Journal of Instructional Media, 26(2), 145-157 Vaughan, N. (2007). Perspectives on blended learning in higher education. [Online] Available: http://www.thefreelibrary.com [2009, July 15] Voos, R. (2003). Blended learning: What is it and where might it take us?. Sloan-C View, 2(1), 2-5. [Online]. Available: http://www.sloanc.org/publications/view/v2n1/blended1.ht Williams, C. (2002). Learning on-line: A review of recent literature in a rapidly expanding field. Journal of Further and Higher Education, 26(3), 263-272.

Appendix: Articles from the Internet (with Annotations and mind maps)

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