Blended Learning in English Language Teaching: Course Design and Implementation
Blended Learning in English Language Teaching: Course Design and Implementation
Blended Learning in English Language Teaching: Course Design and Implementation
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The rationale beh<strong>in</strong>d the blend<br />
The key underly<strong>in</strong>g objective when design<strong>in</strong>g the course was to create a programme<br />
that played to the strengths of the onl<strong>in</strong>e medium (provid<strong>in</strong>g flexibility <strong>and</strong> creat<strong>in</strong>g<br />
opportunities for reflective <strong>and</strong> collaborative onl<strong>in</strong>e learn<strong>in</strong>g) whilst ma<strong>in</strong>ta<strong>in</strong><strong>in</strong>g<br />
the <strong>in</strong>tegrity <strong>and</strong> validity of a very well established qualification <strong>and</strong> the key <strong>in</strong>terrelationship<br />
between theory <strong>and</strong> practice. Possible models of the course can<br />
be found at www.esolcentrenet.org, but <strong>in</strong> summary, there is a basis of flexibility<br />
provided by the parameters of the course structure:<br />
■■ it can be run over any period from ten weeks to a year<br />
■■ the 30 modules can be offered by the <strong>in</strong>dividual CELTA centre at a rate of either<br />
two, three or four per week, the only stipulation be<strong>in</strong>g that the Orientation Module<br />
<strong>and</strong> Units 1– 6 are released before teach<strong>in</strong>g practice beg<strong>in</strong>s<br />
■■ teach<strong>in</strong>g practice can be scheduled evenly through the course, or <strong>in</strong> blocks,<br />
the latter allow<strong>in</strong>g centres to ‘reach out to people <strong>in</strong> areas not near you’<br />
(Swabey et al., 2012).<br />
The course web page emphasises: ‘You have the freedom to choose how you work.<br />
As long as assignments are completed on time <strong>and</strong> you contribute to discussion<br />
forums <strong>and</strong> live room discussions, the onl<strong>in</strong>e format allows you to work at your<br />
own pace, when <strong>and</strong> where you choose.’ (Cambridge ESOL Teach<strong>in</strong>g Qualifications,<br />
2012a) <strong>and</strong> this is supported by the literature. As Hofmann writes: <strong>in</strong> ‘a learnercentred<br />
program … there are opportunities for participants to learn at their own<br />
pace’ (2011: 4) <strong>and</strong> Thorne comments: there is opportunity to ‘undertake your own<br />
development at a time, place <strong>and</strong> pace to suit you’ (2003: ix). Glazer comments<br />
that ‘The asynchronous nature of the blended component of the courses has the<br />
salutary effect of exp<strong>and</strong><strong>in</strong>g the time the students spend on course material’ (2012:<br />
3). Littlejohn <strong>and</strong> Pegler (2007) refer to the use of onl<strong>in</strong>e spaces for formation of<br />
communities that can <strong>in</strong>teract <strong>in</strong> excit<strong>in</strong>g new ways. Glazer (2012: 3) extends this:<br />
‘Discussions conducted onl<strong>in</strong>e encourage reflection <strong>and</strong> usually reach 100 per cent<br />
participation. As a result, the face-to-face time can be used more effectively, with<br />
students extend<strong>in</strong>g the material beyond what might be achieved <strong>in</strong> a conventional<br />
face-to-face course. The students <strong>in</strong> a blended course make more <strong>and</strong> richer<br />
connections between what they are learn<strong>in</strong>g <strong>and</strong> what they already know, creat<strong>in</strong>g<br />
a robust scaffold to organize the <strong>in</strong>formation…. Effective blended learn<strong>in</strong>g courses<br />
require students to <strong>in</strong>teract with each other, the content, <strong>and</strong> their own thoughts.’<br />
Bonk <strong>and</strong> Graham (2006) comment that blend<strong>in</strong>g learn<strong>in</strong>g allows the learner to<br />
reta<strong>in</strong> more of what is learned.<br />
These po<strong>in</strong>ts are borne out by the feedback from tra<strong>in</strong>ees on the pilot course.<br />
Emphasis<strong>in</strong>g the value of work<strong>in</strong>g <strong>in</strong>dependently, one says <strong>in</strong> an <strong>in</strong>terview postcourse:<br />
‘I work better <strong>in</strong> the even<strong>in</strong>gs, shut myself away with my computer … for<br />
assignments, I’ve gone back to onl<strong>in</strong>e units, tried to <strong>in</strong>clude all tips…’ (Cambridge<br />
ESOL: Teach<strong>in</strong>g Qualifications, 2012b) <strong>and</strong> another: ‘it wasn’t practical to take a<br />
month off work, this was the only way my employer would have let me do it, it’s<br />
fantastic it exists’ (ibid.). The OCT on their course emphasises the shared nature of<br />
the discussion <strong>and</strong> assignment forums available to tra<strong>in</strong>ees: ‘once all tra<strong>in</strong>ees see<br />
116 | The Cambridge CELTA course onl<strong>in</strong>e