Blended Learning in English Language Teaching: Course Design and Implementation

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Table 5: Time spent on each mode Peachey, Chapter 5 Eight-week 80-hour tutor-moderated course delivered online using the Moodle LMS Dudeney and Hockly, Chapter 6 Block One Block Two Block Three One-week online orientation period in the course Moodle platform Two-week 60-hour face-to-face workshop delivered at Bell Teacher Campus 50 hours face-to-face over two weeks White et al., Chapter 8 Two weeks face-to-face Six-months online tuition and assessment Three-month 160-hour self-study element (optional) 70 hours of the course are taken online in a VLE called Moodle One-week online simulation When redesigning the blend in Bosnia and Herzegovina, a considerable amount of time was spent determining the distribution of modes especially given the intensity of the courses (12 weeks x 23 hours per week). As the learners saw the classroom sessions as the most productive part of the course, time spent on the face-to-face mode needed to outweigh or at least balance the amount of time spent on the other two modes (computer and self-study). At lower levels I believed that students needed more time in class than those at higher levels where the students should have developed a greater level of autonomy by completing the lower level courses (most worked their way through the levels) and therefore be able to cope with more time in the self-study and the computer modes. So at elementary level 61 per cent of the learners’ time was spent in class, 19.5 per cent in self-study and on the computers whereas at upper-intermediate level 50 per cent of the learners’ time was spent in class, 25 per cent in self-study and on the computers. What will the pedagogic purpose of the modes be? With reference to choice of mode (Neumeier, 2005), thought had clearly been given to determining what each mode would be used to teach. Typically the face-to-face mode was used to introduce the language or topic and the online mode was used to either extend the students working hours (Aborisade, Chapter 2); or aid and reinforce classroom instruction (Pardo-Gonzalez, Chapter 4); or to serve as the supplementary part to the face-to-face training (Bo and O’Hare, Chapter 7); or to check understanding (Hirst and Godfrey, Chapter 9); or for practice (Kern, Chapter 11); or to practise and revise the skills and points covered in the face-to-face lesson (Bilgin, Chapter 19); or to consolidate or review language (Krake, Chapter 20). Neumeier (2005: 171) introduces the terms ‘parallel’ or ‘isolated’. Parallel incorporation means that ‘both modes are used for teaching and learning’. In practical terms this means that the language item may be presented in class and then practised using CALL, or vice versa. Isolated incorporation means that only one mode would be used, for example writing sessions could be restricted to the face-to-face mode. One consideration at this stage must surely be if ‘the method of delivery is suited to the content’ (Dudeney and Hockly, 2007: 140) and the example they give is that the use of email would be an inappropriate way to teach and practise pronunciation. Conclusion | 231
Keedwell’s (Chapter 13) blend on soft skills training, report-writing and giving presentations, is a good example of isolated incorporation. In this design Keedwell acknowledges that ‘the real-life differences between oral briefings and written reports suggested a face-to-face briefings course and an online writing course’. The design of Peachey (Chapter 5) and Dudeney and Hockly’s (Chapter 6) blends also appear to reflect isolated incorporation. However, the majority of the blends seem to adopt a parallel approach, typically with the face-to-face mode presenting material and the online mode providing supplementary extension activities. How will the modes be arranged in the timetable? At its simplest the face-to-face sessions can be alternated with the computer sessions in the timetable. The way the modes in the Bosnia and Herzegovina blend were arranged is shown in Table 6. As the face-to-face element was the lead mode it started the cycle in the timetable that was then followed by the computer session and then the self-study session. Table 6: Timetable for intermediate and upper-intermediate courses in Bosnia and Herzegovina Monday – Thursday Friday 90 minutes Class Class 45 minutes Computer Computer 45 minutes Self-study Self-study 60 minutes Class 30 minutes Computer 30 minutes Self-study What is the optimal length of time for each session? When putting the timetable together we also considered the optimal length of time for each session, based on our beliefs as to what the maximum amount of productive time that could be spent on the computer or during self-study was. This also varied according to the learners’ level and at elementary and preintermediate levels the classroom sessions were limited to an hour and computer and self-study to 30 minutes. How many sessions will the timetable include? Consideration was also given during the redesign process that I was involved in to the optimal number of sessions per mode per day on our intensive courses. As you can see in Table 6 at the higher levels there were six sessions per day, two in each mode, and this was a reduction from eight that were in the original blend. My rationale for reducing the number of sessions was to reduce the amount of movement, both physical and mental, between the modes and to ‘streamline’ the course design by reducing its complexity. How much choice will the learners be given in the blend? Neumeier (2005) suggests that the modes within a blend can either be ‘optional’ or ‘obligatory’. More often than not the face-to-face mode is obligatory, as are synchronous online sessions, but other sub-modes of CALL can be presented 232 | Conclusion
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Blended Learning in English Languag
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ISBN 978-0-86355-706-4 © British C
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Part 3 - English for Specific Purpo
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Acknowledgements We would like to t
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To address this deficit I proposed
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Introduction This introductory chap
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an almost identical definition in h
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■■ Learners’ expectations - l
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To achieve a ‘principled approach
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its weakness in speaking.’ Contra
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References Adair-Hauck, B Willingha
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Rossett, A, Douglis, F and Frazee,
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1 A collaborative online reading an
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engaging approach to teaching, wher
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page evaluation strategies, and col
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Conclusion Students received course
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2 Blended learning in English for A
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All in the blend Reports on the app
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level of agreement or disagreement
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Hyland, K and Hyland, F (1992) Go f
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Why blend? The decision to offer th
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to complete during the before, whil
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In addition, there are a number of
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Turgut, Y (2009) ‘EFL learners’
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■■ English for Academic Purpose
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Figure 1: Stages of the incorporati
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Table 3: Schedule for Unit 1 Week U
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Internet - links and WebQuests: Som
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References Allan, M (1985) Teaching
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My advice to intending EAP course d
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5 A blended learning teacher develo
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The face-to-face element Because of
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ookmarking because social bookmarki
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and instructional design of the onl
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Encourage learner autonomy and refl
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packages, setting up online account
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Clearly there are advantages to hav
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Lessons learned When deciding what
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References Osguthorpe, RT and Graha
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The learner and the context Althoug
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typically involve writing or applyi
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where possible, to bring them toget
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8 Blended learning: The IDLTM exper
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learning and characteristics, and k
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There is a fourth activity type in
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their own style of learning. At the
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Garrison, D and Vaughan, ND (2007)
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variety of teaching contexts (e.g.
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Figure 3: The homepage in a Module
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Figure 5: The projects page carries
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adding things in response to feedba
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Appendix 1 Extract showing first th
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■■ Cambridge ESOL was reporting
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■■ Including later units on, fo
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The rationale behind the blend The
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Figure 2: An example screen from a
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environment and to meet the student
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■■ Fine-tuning of online course
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Comments on Part 2 Brian Tomlinson
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Learning a new language and reflect
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11 Blended learning: Podcasts for t
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to the content (see below). Additio
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Making recommendations My friend An
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Sustainability Blended learning oft
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Kukulska-Hulme, A and Shield, A (20
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The face-to-face aspect of the cour
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The course covers listening, speaki
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latest, most secure and flexible pr
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not so much for language improvemen
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the reader/listener as customer) an
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2. ‘Technology is only important
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14 A longitudinal case study of the
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In the next version (v3) of the cou
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of a blend in Collis and Moonen’s
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of telecoms engineers, but it was w
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15 Using a wiki to enhance the lear
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The ‘history feature’ which can
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Figure 4: Student created listening
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Teaching methodology The blended de
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Page 171 and 172: Comments on Part 3 Brian Tomlinson
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Page 195 and 196: Introducing Macmillan English Campu
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Page 201 and 202: Comments on Part 4 Brian Tomlinson
Page 203 and 204: Conclusion Claire Whittaker
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Page 219 and 220: Summary This chapter draws on the l
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Page 223 and 224: Contributors Peter Aborisade lectur
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Page 227 and 228: Juanita Pardo-González (BA Hons in
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Blended Learning in English Language Teaching: Course Design and Implementation

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