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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Recommendation 2<br />
Ensure that the onl<strong>in</strong>e tasks are challeng<strong>in</strong>g enough to provide enough room<br />
for th<strong>in</strong>k<strong>in</strong>g even to stronger learners. Use the classroom time to provide for an<br />
appropriate level of scaffold<strong>in</strong>g for each learner if the technology fails to do it.<br />
Contradiction 3<br />
Scaffold<strong>in</strong>g sessions should be organised at different periods of time for each learner<br />
to ensure that he/she has done all the assignments beforeh<strong>and</strong>, <strong>and</strong> they should be<br />
organised at the same time for all learners given the constra<strong>in</strong>ts of the syllabus.<br />
Solution 3<br />
Timely submission of assignments onl<strong>in</strong>e positively affects the total assessment.<br />
A few days before the deadl<strong>in</strong>e, the teacher takes part <strong>in</strong> a synchronous meet<strong>in</strong>g with<br />
learners where they can ask questions. This worked as a motivat<strong>in</strong>g factor for many<br />
learners to plan work with the onl<strong>in</strong>e module before the meet<strong>in</strong>g to have a chance<br />
to ask questions. Skype chat sessions with the group were used for this purpose.<br />
Recommendation 3<br />
Ensure that everyth<strong>in</strong>g you want the learners to do is <strong>in</strong>tegrated <strong>in</strong> the system of<br />
assessment.<br />
Get learners to want to do th<strong>in</strong>gs by the deadl<strong>in</strong>e. The best way of achiev<strong>in</strong>g this is<br />
to give them someth<strong>in</strong>g they feel they need when do<strong>in</strong>g the task. The teacher’s help<br />
may often be enough for motivat<strong>in</strong>g learners.<br />
Contradiction 4<br />
Tasks given to learners have to be different to ensure that they do not cheat when<br />
do<strong>in</strong>g them <strong>and</strong> they have to be the same to make the implementation easier, both<br />
<strong>in</strong> terms of technological solutions <strong>and</strong> the teacher’s labour.<br />
Solution 4<br />
This problem was resolved at the design stage by:<br />
■■ Mak<strong>in</strong>g the tasks open enough to ensure a variety of correct answers (thus, the<br />
same answer by several learners always signalled cheat<strong>in</strong>g. As the time of deal<strong>in</strong>g<br />
with the task was recorded for each learner, only the answer of the first person<br />
was accepted by the teacher).<br />
■■ Giv<strong>in</strong>g learners a choice of tasks <strong>in</strong> each part, thus reduc<strong>in</strong>g the possibility of the<br />
same tasks be<strong>in</strong>g performed by various learners.<br />
Recommendation 4<br />
Make sure that the tasks are open (allow for a variety of correct answers) <strong>and</strong><br />
learners are able to choose tasks for themselves.<br />
In addition to the above problems, one should be aware of the so-called ‘m<strong>in</strong>dset<br />
issues’. In our particular case these dealt with learners’ preconceptions about<br />
learn<strong>in</strong>g (‘I want answers’, ‘I don’t like to get stuck’, etc.) <strong>and</strong> attitude to technology<br />
(‘I don’t like to talk to the computer’). These are very important challenges for the<br />
teacher, as they may negatively affect the atmosphere of the learn<strong>in</strong>g process.<br />
A th<strong>in</strong>k<strong>in</strong>g-based blended learn<strong>in</strong>g course | 197