Pedagogical Innovation in CET: The 70:30 Blended Learning Model

<p dir="ltr">Currently, most of the teaching in Singapore Polytechnic's Full Qualification Continuing Education and Training (CET) courses are usually conducted via face-to-face or synchronous online instruction, with the remaining delivered through asynchronous online e-learning. This traditional approach creates barriers for working adult learners, especially in terms of scheduling flexibility and learning preferences. To address these challenges and enhance accessibility, two CET courses experimented with increasing the proportion of asynchronous online e-learning to approximately 70% with remaining 30% in via face-to-face or synchronous online instruction, allowing for greater learner flexibility without compromising the achievement of learning outcomes. This 70:30 model is designed to ensure an optimal balance between asynchronous online e-learning and face-to-face or synchronous learning. This shift also provides the added benefit of optimising manpower and improving productivity to Singapore Polytechnic. The initiative was piloted in 2023 with two Specialist Diplomas in Infocomm and Technology (ICT) domain, namely Specialist Diplomas in Full Stack Web Development and Specialist Diploma in Cloud Computing (Architecture), and is planned to expand across additional domains, including Applied Sciences, Data Science, and Sustainability, over a three-year period. The phased approach ensures that the pedagogy aligns with content and that learning outcomes are maintained. From a pedagogical standpoint, the curriculum progresses in a spiral pattern, moving from basic to advanced topics, with assessments after each learning outcome. The model also incorporates a flipped classroom pedagogical approach, where students engage with materials asynchronously before the lesson and use face-to-face or synchronous sessions for deeper exploration of complex concepts and feedback on their work. Lesson planning ensures an even distribution of synchronous and asynchronous sessions across modules. Some modules begin with a face-to-face onboarding session to introduce learning outcomes, resources, and access to online labs. Asynchronous learning units consist of online materials, videos, quizzes, lab activities, and self-reflective quizzes, followed by group-based synchronous sessions for discussion and application. The pilot was evaluated based on three key outcome indicators: program attractiveness, learning experiences and outcomes, and productivity gain. Program attractiveness and learning outcomes remained unchanged. Learners were generally positive with the learning experience but gave feedback that there could be more interaction with lecturers and peers. Notably, an average of 35% productivity gain in terms of manhours saving, as observed from the two Specialist Diplomas. Moving forward, SP will expand the application of the 70:30 model and carry out further analysis of learner experiences in other domains, including Applied Sciences, Data Science, and Sustainability. The long-term goal is to develop a comprehensive framework for selecting suitable courses, as well as training and assessment resources for lecturers, to facilitate the implementation of increased online asynchronous e-learning into training programs in order to enhance flexibility and accessibility for adult learners to upskill.</p>