Blended Learning in English Language Teaching: Course Design and Implementation

Whittaker (Chapter 16) believed that the ‘self-study mode promoted a type of
autonomous learning where the primary objective was that learners were “engaged
in self-directed work” (Littlewood 1996: 433)’; Sokol et al. (Chapter 17) adopted a
blended approach to ‘develop skills for autonomous learning’ and Peachey (Chapter
5) believed that the tasks they used ‘[helped] to develop and support participants’
autonomous learning through video based instruction in the use of technology.’
It is necessary to add a note of caution because as Benson (2001), cited in Stracke
(2007b: 101), states in relation to CALL and autonomous learning ‘there is no
necessary relationship between self-instruction and the development of autonomy.’
Studies by Stracke (2007b) and Corder and Waller (2007) into the use of CALL
software packages for teaching and learning and student autonomy in universities
conclude that CALL does not automatically result in autonomous learning. They also
conclude by stressing the importance of the role the teacher plays in the process of
fostering autonomy.
How will learners be supported in the transition to a blended approach?
Based on my experience I believe that careful consideration needs to be given to
the type of learner and the teaching and learning environment that they are familiar
with when determining the degree of autonomy expected from them in blends.
In Bosnia and Herzegovina the military officers had experienced a predominantly
teacher-centred, transmission approach to education, so expecting a high degree
of autonomy from the outset on our courses would have been inappropriate. In
recognition of this, the learners were guided through the computer and self-study
sessions with easy-to-follow study paths that essentially told them what to study
when. Other authors in this publication also recognise the need for such scaffolding
(Gilbert, Chapter 1; Dudeney and Hockly, Chapter 6; Douglas and Paton, Chapter
10; Ingham, Chapter 15; Sokol et al., Chapter 17; Fleet, Chapter 18). Fleet (Chapter
18) sums this up by saying, ‘If students have limited online learning experience, it
is advisable to scaffold their participation by initially making involvement a course
necessity and providing guided tasks.’
What is repeatedly mentioned in the case studies is the importance of an
introductory session at the beginning of the course primarily to familiarise the
learners with the blended approach and the type of tasks that they will encounter.
Keedwell (Chapter 13) sums this up by stating that ‘B-learning is still an unfamiliar
concept to many: the course described here included an introductory f2f session
to B-learning in which principles were explained and discussed and this I think
is essential.’
How will the teachers/tutors be supported in the transition to a blended approach?
The authors of the case studies appear to not only be the course designers, but also
the teachers/tutors too, which implies an interest in technology and experience in
using, or at least a willingness to use it for teaching and learning purposes. Russell
(Chapter 14) noted that ‘the teachers who worked on this project were the ones
who were most able to grasp this use of IT, and could see how this could support
language learning’, but this was not always the case and Pardo-Gonzalez (Chapter 4)
refers to tutors with no experience of using technology at all. Moreover, even those
238
| Conclusion