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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as be<strong>in</strong>g optional, which allows the student a degree of flexibility <strong>and</strong> autonomy.<br />
A number of the authors considered this <strong>in</strong> the design of their blends, for example,<br />
Ingham (Chapter 15) states, ‘The face-to-face aspects of the course were compulsory<br />
…. In contrast, contribut<strong>in</strong>g to wiki was optional as it was experimental.’ Hirst <strong>and</strong><br />
Godfrey (Chapter 9) also <strong>in</strong>corporated optional tasks <strong>in</strong>to their blend to ‘[promote]<br />
participant <strong>in</strong>teraction <strong>and</strong> self-responsibility’.<br />
However, difficulties were encountered <strong>in</strong> a couple of designs from either mak<strong>in</strong>g<br />
the modes compulsory or optional. Bilg<strong>in</strong> (Chapter 19) found that ‘the compulsory<br />
use of the onl<strong>in</strong>e program was one of the reasons for student discontent’. Whilst the<br />
optional component of us<strong>in</strong>g web-based resources <strong>in</strong> Fleet’s (Chapter 18) blend failed<br />
because ‘… students regarded the onl<strong>in</strong>e material as a course extension rather than<br />
an <strong>in</strong>tegral part. This expectation may be a fundamental reason why collective onl<strong>in</strong>e<br />
<strong>in</strong>teraction was not extensive. Although there had been logical reasons for mak<strong>in</strong>g<br />
participation voluntary, had onl<strong>in</strong>e <strong>in</strong>teraction been compulsory, greater participation<br />
would have undoubtedly occurred’.<br />
How will the modes complement each other?<br />
One of the reasons that students leave blended learn<strong>in</strong>g courses accord<strong>in</strong>g<br />
to Stracke (2007a: 57) is due to ‘a perceived lack of support <strong>and</strong> connection/<br />
complementarity between the f2f <strong>and</strong> computer-assisted components of the<br />
“blend”….’ This is also one of Sharma <strong>and</strong> Barrett’s guid<strong>in</strong>g pr<strong>in</strong>ciples for blended<br />
learn<strong>in</strong>g course design: ‘use technology to complement <strong>and</strong> enhance F2F teach<strong>in</strong>g’<br />
(2007: 13–14). In the blend I redesigned this was one of my guid<strong>in</strong>g pr<strong>in</strong>ciples <strong>and</strong> to<br />
achieve it we l<strong>in</strong>ked the content of the three modes to a relatively high degree either<br />
by grammar, vocabulary or topic. For example, the REWARD (Greenall, 2002) software<br />
that was used <strong>in</strong> the computer mode was grammatically l<strong>in</strong>ked to the General <strong>English</strong><br />
coursebooks Headway (Soars <strong>and</strong> Soars, 2006) <strong>and</strong> Go<strong>in</strong>g for Gold (Acklam <strong>and</strong><br />
Crace, 2003) that were used <strong>in</strong> the face-to-face mode. This complementarity aspect<br />
was also widely referred to <strong>in</strong> the case studies, with Fleet (Chapter 18) stat<strong>in</strong>g ‘There<br />
should therefore be a def<strong>in</strong>ite topic <strong>and</strong> skills l<strong>in</strong>k between class-based <strong>and</strong> onl<strong>in</strong>e<br />
work, which learners need to be made aware of.’<br />
What methodology will the blend employ?<br />
Accord<strong>in</strong>g to Levy, cited <strong>in</strong> Neumeier (2005: 172), CALL methodology is<br />
‘predom<strong>in</strong>antly expressed through the design of the computer programme’ <strong>and</strong><br />
this can result <strong>in</strong> it be<strong>in</strong>g somewhat limited <strong>and</strong> repetitive. In the face-to-face mode,<br />
however, it is the teacher who determ<strong>in</strong>es the methodology <strong>and</strong> the choices open<br />
to them are far greater. The methodology of each of the modes should therefore be<br />
considered, with variety be<strong>in</strong>g the aim when design<strong>in</strong>g a blended learn<strong>in</strong>g course so<br />
as to appeal to as many learn<strong>in</strong>g styles as possible. Reference is made <strong>in</strong> the case<br />
studies to a wide range of learn<strong>in</strong>g theories (such as behaviourism, connectivism <strong>and</strong><br />
constructivism), <strong>and</strong> language teach<strong>in</strong>g approaches <strong>and</strong> methods (see Table 7).<br />
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