Developing and Evaluating Blended Learning Environments in English Courses Based on Quality Matters Standards

Remote Learning During The Pandemic

Remote learning refers to students attending classes via video conferencing, Big Blue Button (BBB) or Microsoft Teams. The Covid-19 pandemic highlighted a need for alternative teaching methodologies. According to García-Morales et al. (2021), and Dubey and Pandey (2020), Learning Management Systems (LMS) and remote teaching tools were underutilized prior to the pandemic due to a lack of adequate infrastructure, lower class numbers, and the unpreparedness of faculty to enable and utilize digital learning and delivery, and possibly lack of a need to do so. Morgan (2022) has reported that remote teaching can be didactic and can contribute to a sense of isolation. Further, Rahim and Chandran (2021) believe that the lack of access to reliable technological resources for students from low-income backgrounds could contribute to learning setbacks. Low- or middle-class students are more likely to not use their webcams during videoconferencing sessions, leading to higher levels of passivity (Serhan, 2020). Learning at home without interacting with peers has been reported to contribute to psychological disorders such as anxiety, panic, and symptoms related to depression (Magson et al., 2021).

While challenges may prevent students from making academic gains, strategies can be implemented to alleviate obstacles. Suggested measures include inculcating adaptation awareness steps among learners, strengthening the Information Technology (IT) infrastructure and empowering more IT-enabled persons in educational institutions to solve technical difficulties (Maqsood et al., 2021; Dubey & Pandey, 2020). Moreover, Dubey and Pandey (2020) have stated that the preparedness of teachers to cope with rapid changes, taking the initiative for communication plans and policies, as well as training faculties in online platforms are potential solutions. This could be further enhanced by providing training in active learning, creating interaction opportunities (S-T/S-S) in breakout rooms, using anonymous polls and multiple-choice responses, and possibly implementing indirect instructional strategies where students take on a more participatory role (Morgan, 2022). Differentiated assignments based on Gardner’s eight intelligences could also be a strategy for better online, hybrid and remote learning, allowing learners to pick topics based on personal interests (Picciano, 2021).