Teacher Function Feeling Prefigured Themes

Blended learning report by Oxford Group 2013, state that in designing blended learning class we need to consider the learning objective. In addition to it, Singh and Reed 2001 suggest that in blended learning, we are focusing on the learning objective rather than the method of delivery. The reason why Mr. Chelto not to have stiff teaching steps is that he emphasizes on the objective rather than. The class necessity is also considered to decide the activity. For instance, he said that if a class need a workshop then he will facilitate it. An advantage of blended learning is the flexibi lity to select those areas based on your students‟ needs. Learning is more individualized based on the students‟ need. Providing more personalized learning experience and learning support are the strengths of blended learning Marsh, 2012. His decision not to have specific, rigid steps is in accordance with a principle in blended learning implementation in which personalization is the benefit. Out of the steps in his class, a step he emphasizes is confirmation. This step is done after students have finished with their exploration to enrich input. Confirmation is to find the concluding remark over what his students have been exposed to. Students, facilitated by him, discuss their findings. Here, Mr. Chelto plays his role as a learning facilitator. Marsh 2012 suggests that one of teacher roles is to facilitate the blends. He facilitates the discussion which is social, student-teacher interaction in classroom.

d. Teacher Function

According to both participants, the teacher function in blended learning is to facilitate and monitor. They facilitated the learning process while their students can work independently. However, teacher‟s role in blended learning class is still focal Freisen, 2012. They still needed to design in advance a learning process where students will learn and how to be more independent as they move along the semester. Time management and preparation in course development requires more effort of teacher. They also needed to be guide who set clear course path. They also played role as facilitators to students individual and group activities and discussion. What they was in accordance with Marsh 2012 who argues that in blended learning the teacher‟s main role in classroom is to manage and facilitate interaction, in this case is online and offline environment.

e. Feeling

Both participants shared more or less the same feeling toward blended learning in their class. Mr. Dedo said that he felt happy with it in his class. He was still thinking how to make his students more interested in it. Mr. Chelto felt fun with his blended learning class. He also found that it was challenging. He liked to challenge his students in his class. Noddings 2003 suggests that in order to be happy, one must have important needs satisfied. When they felt happy it means that they have already had their basic needs in blended learning satisfied. Those they feel constraining their class must therefore be not important needs. 2. Emerging Themes Those in the emerging themes are the themes that were not predicted before. They appeared in the data during data gathering. In this research, the merging themes are: project-based learning, creativity and self-actualization.

a. Project Based Learning