Blended Learning in English Language Teaching: Course Design and Implementation

■■ The online modules are never perfect – they can be improved all the time. It is
reasonable to evaluate not how perfect they are but to what extent they help in
reaching the learning objectives.
The following further adaptations of the online modules are envisaged:
■■ make it possible for learners to start working with the system from various parts
(some learners already know structures and have draft models)
■■ reduce the time necessary for performing a task, thus decreasing the required
level of concentration
■■ make it possible for learners to benefit from collaboration with other learners
through discussing things with them/doing tasks related to their work
■■ increase the system effect of the site by improving connections between various
systems, for example it should be possible for learners to use parts of the models
developed for one system when working on the other
■■ introduce additional tasks that help learners understand that they are improving
(measuring by tests only is not enough).
Lessons learned and advice
The lessons learned as a result of work with the blend are presented through the
contradictions we faced. If a successful solution was found, it is presented here
as well.
Contradiction 1
The design of the online modules required high concentration from the learners.
At the same time, their concentration was low as most of them do 101 things when
working online (we found this to be a general trend among the learners irrespective
of how engaging the task was).
Solution 1
Not solved during the period described.
Conceptual solution: each task offered to learners requires low concentration as it
can be done fairly quickly, however, all tasks together require high concentration.
Recommendation 1
Each task in the course should be short enough to ensure that learners can cope
with it without being distracted in the process.
Contradiction 2
Tasks offered to learners should be easy enough so as not to discourage them
and they should be difficult enough to ensure that there is room for the development
of thinking.
Solution 2
Tasks are difficult when learners work alone and they are easy when they work
as a group during the classroom sessions.
196 | A thinking-based blended learning course