Computer Literacy Technology in Education

16 learning through the online sites, i.e., the students can browse the materials independently. For the collaboration, it means that the students learn in the classroom with the use of online collaboration, i.e., a lecture opens the websites in the classroom and then the students and the lecturer can see the websites together. Blended learning in Figure 2.3 is described between these three parts. The blended learning interacts the face-to-face and online learning. Therefore, the students collaborate on lessons which are learnt in the classroom and what they do themselves through the online sites. This Figure 2.3 is the simple concept of the blended learning. 2 Components of a Blended Learning Arrangement Kerres and de Witt 2003 state the didactical components of a learning arrangement. These didactical components are classified into three components of the blended learning arrangement. Figure 2.4 Components of a Blended Learning Arrangement Kerres de Witt, 2003, p. 4 There are three components of the blended learning arrangement, namely content, communication, and construction. Kerres and de Witt 2003 describe the content 17 component “makes learning material available to a learner” p. 3. For this content component if the lecturers want to use the blended learning, the learning materials should be available to the learners, i.e., accessing the materials on websites easily, or distributing the materials. Then, Kerres and de Witt 2003 describe the communication component “offers interpersonal exchange between learners or learners and tutors” p. 3. In this statement, the communication lets the learners to communicate with the face- to-face interaction and the remote areas. Besides, the learners are able to communicate with peers. In the communication component, the learners are also able to communicate with the tutors, i.e., the assignments should be informed clearly. Therefore either the local face-to-face or remote areas, the communication with the peers or learners-tutor should be involved. The last, Kerres and de Witt 2003 describe the constructive component “facilitates and guides individual as well as cooperative learning activities to actively operate on learning tasks or assignments with different degrees of complexity from multiple-choices or problem based learning ” p. 3. It means that the blended learning contains the constructive component which asks the learners to do any kinds of learning tasks on different complexity degrees. Therefore, the students’ ability to think and complete their tasks will have better improvements either individual or in groups. 3 Models of Blended Learning Twigg 2003 describes five models of blended learning in the higher education as cited in Khosrow-Pour, 2015, p. 2474. The higher education here