Blended Learning in English Language Teaching: Course Design and Implementation

Figure 2: An example screen from a unit
There were special challenges in moving this element of the course online. For
trainees the face-to-face sessions do not just provide key input on methodology but
are also a key source of loop-input experiential learning, as trainees are themselves
taught whilst reflecting upon the experience and observing the techniques used by
the tutor. We set out to replicate this experience online by designing online learning
activities and materials that give the trainee an authentic learning experience whilst
still modelling good teaching practice. It is useful to apply to trainers the point
Sharma and Barrett make about the teacher: ‘positive learning outcomes are most
apparent when clear roles are assigned to the teacher and to the technology’ (2007:
7). Garrison and Vaughan (2011) assert the need for learners to feel freedom of self
expression in the virtual learning environment without negative consequences.
As Sharma (2006: 59) writes: ‘The technology should not “lead’’’ and it is essential
that human attributes such as empathy, patience and a sense of humour which
are vital in ELT are evident in online components of the course. They can be found
in the way the TPTs, who have a greater degree of communication with trainees
on day one than is standard on many face-to-face courses, manage observation
and feedback, both group and written. These attributes also emerge in the virtual
learning environment, firstly, in the way that the model lessons that form part of
early input sessions show the teacher dealing with real students and real classroom
management issues. As the OCT from the pilot course says: ‘It’s really useful for
trainees to see a lesson where a teacher’s struggling to get the meaning across,
using, for example, concept questions, students aren’t immediately responding and
seeing that that’s ok and real teaching can be a bit messy’ (Paton and Rea, 2012).
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