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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Conclusion<br />
In this chapter a list of blended learn<strong>in</strong>g design-related questions will be presented<br />
for course designers to consider when develop<strong>in</strong>g their courses. The questions<br />
have arisen from the advice on blended learn<strong>in</strong>g course design that is presented<br />
<strong>in</strong> the literature <strong>and</strong> from the experiences of the authors <strong>in</strong> this publication, <strong>in</strong>clud<strong>in</strong>g<br />
my own. The questions will be presented under four head<strong>in</strong>gs (context; course<br />
design; learners, teachers <strong>and</strong> tutors; <strong>and</strong> evaluat<strong>in</strong>g <strong>and</strong> develop<strong>in</strong>g the blend),<br />
with examples drawn from the case studies provid<strong>in</strong>g suggested answers or<br />
guidance for each.<br />
A pr<strong>in</strong>cipled approach to blended learn<strong>in</strong>g course design<br />
The Introduction to this book concluded by stress<strong>in</strong>g the importance of gett<strong>in</strong>g the<br />
blend ‘right’, whilst at the same time acknowledg<strong>in</strong>g that ‘determ<strong>in</strong><strong>in</strong>g the right blend<br />
isn’t easy or to be taken lightly’ (Hofmann, 2001: 3). Despite these words of warn<strong>in</strong>g<br />
the literature provides us with a limited amount of advice on how to blend <strong>and</strong><br />
simply suggests that we approach it <strong>in</strong> a pr<strong>in</strong>cipled way (Neumeier, 2005; Levy <strong>and</strong><br />
Stockwell, 2006; Sharma, 2006; Mayes <strong>and</strong> de Freitas, 2007) because if we do not ‘a<br />
course … may be seen as an “eclectic” blend<strong>in</strong>g together of course components <strong>and</strong><br />
can end up as rather a mish-mash’ Sharma <strong>and</strong> Barrett (2007: 8). Therefore, to ensure<br />
that this does not happen <strong>and</strong> to achieve a pr<strong>in</strong>cipled approach to design <strong>in</strong> relation<br />
to <strong>English</strong> <strong>Language</strong> Teach<strong>in</strong>g (ELT), Sharma <strong>and</strong> Barrett (2007) suggest that course<br />
designers follow four guid<strong>in</strong>g pr<strong>in</strong>ciples (outl<strong>in</strong>ed <strong>in</strong> the Introduction). Also Dudeney<br />
<strong>and</strong> Hockly (2007) propose a list of questions under five head<strong>in</strong>gs (delivery mode;<br />
task design <strong>and</strong> materials; learners; teacher/tutors; assessment <strong>and</strong> evaluation),<br />
which acts as a checklist of key considerations, but does not suggest answers or<br />
provide examples from blends.<br />
Although helpful to a degree, when I was redesign<strong>in</strong>g the Bosnia <strong>and</strong> Herzegov<strong>in</strong>a<br />
blend (Chapter 16) I did not f<strong>in</strong>d this advice detailed enough to guide me <strong>and</strong><br />
moreover I was frustrated by the lack of descriptions of blends <strong>in</strong> ELT contexts. It<br />
was rather belatedly <strong>in</strong> the redesign process that I discovered Neumeier’s (2005)<br />
framework of parameters, which orig<strong>in</strong>ated from the design of a 33-hour job<br />
application course <strong>in</strong> a German university (see Table 1). The aim of this short course<br />
(73 per cent of which was taught onl<strong>in</strong>e) was to teach the students how to apply for<br />
a job <strong>in</strong> <strong>English</strong> <strong>and</strong> the course’s primary focus was on writ<strong>in</strong>g (CVs <strong>and</strong> cover<strong>in</strong>g<br />
letters) <strong>and</strong> to a lesser degree speak<strong>in</strong>g (<strong>in</strong>terviews). Neumeier (2005: 176) hoped<br />
this framework could act as the start<strong>in</strong>g po<strong>in</strong>t for design<strong>in</strong>g a blended learn<strong>in</strong>g<br />
environment for language teach<strong>in</strong>g <strong>and</strong> learn<strong>in</strong>g, <strong>and</strong> that it would ‘help course<br />
designers <strong>and</strong> practitioners to move closer to answer<strong>in</strong>g the <strong>in</strong>itial question of which<br />
comb<strong>in</strong>ation provides the optimal basis for language learn<strong>in</strong>g <strong>and</strong> teach<strong>in</strong>g given the<br />
particular conditions at h<strong>and</strong>.’<br />
Conclusion | 225