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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page evaluation strategies, <strong>and</strong> collaborative processes <strong>in</strong>volved <strong>in</strong> the project.<br />
A question <strong>and</strong> answer session followed each presentation.<br />
Discussion<br />
Internet searches <strong>and</strong> the summary <strong>and</strong> evaluation of web pages were the ma<strong>in</strong><br />
tasks for this project. Feedback <strong>in</strong>dicated that participants saw the onl<strong>in</strong>e forums<br />
as a logical option for collaboration, <strong>and</strong> the transition to onl<strong>in</strong>e work went smoothly.<br />
The content of the web page evaluation posts revealed that the students were<br />
focus<strong>in</strong>g on relevant webpage features to judge reliability. I have used the project<br />
<strong>in</strong> other semesters with some slight modifications based on this feedback, <strong>and</strong> seen<br />
similar results. The blended design contributed to a positive <strong>and</strong> mean<strong>in</strong>gful learn<strong>in</strong>g<br />
experience for the participants, <strong>and</strong> several students commented that assess<strong>in</strong>g web<br />
pages for credibility was a new activity for them <strong>and</strong> they found the project useful:<br />
…it was a good experience to learn how to evaluate web page. Before we<br />
learn it, I have never thought about the credibility of web pages. …For our<br />
future study, evaluation is essential. Now, I always th<strong>in</strong>k <strong>and</strong> evaluate web<br />
pages before click them.<br />
Study<strong>in</strong>g web sites evaluation <strong>and</strong> practis<strong>in</strong>g critical th<strong>in</strong>k<strong>in</strong>g was very<br />
useful <strong>and</strong> <strong>in</strong>terest<strong>in</strong>g.<br />
You gave us a chance to th<strong>in</strong>k critically <strong>and</strong> we achieved it unconsciously.<br />
One student commented that her underst<strong>and</strong><strong>in</strong>g began to change as she realised<br />
the relevance <strong>and</strong> importance of evaluat<strong>in</strong>g web-based <strong>in</strong>formation:<br />
Actually, at the beg<strong>in</strong>n<strong>in</strong>g I did not know why I was do<strong>in</strong>g the project.<br />
However, as the time went by <strong>and</strong> I started my research paper, I realized<br />
how important the skills of determ<strong>in</strong><strong>in</strong>g whether the website I am look<strong>in</strong>g at<br />
is credible. The time spent for this project was absolutely worthwhile, for I<br />
was able to recognize whether a website can be used for my research paper<br />
almost at first look. I am pretty sure that I have ga<strong>in</strong>ed a good strategy of<br />
f<strong>in</strong>d<strong>in</strong>g reliable sources on the web.<br />
Open classroom discussions <strong>and</strong> careful learner preparation <strong>in</strong> key aspects of<br />
the project probably provided motivation <strong>and</strong> contributed to the project’s success.<br />
These aspects <strong>in</strong>clude <strong>in</strong>duction, relevance of the learn<strong>in</strong>g aims, <strong>and</strong> the rationale<br />
for us<strong>in</strong>g onl<strong>in</strong>e forums <strong>in</strong> the project.<br />
A ‘dry run’ of the project tasks <strong>in</strong> a face-to-face sett<strong>in</strong>g was essential. For second<br />
language learners work<strong>in</strong>g onl<strong>in</strong>e, a lack of confidence <strong>in</strong> language skills can<br />
be exacerbated by limited experience with technology, <strong>and</strong> this <strong>in</strong> turn can<br />
decrease motivation. Experts caution aga<strong>in</strong>st <strong>in</strong>troduc<strong>in</strong>g technology to the<br />
learn<strong>in</strong>g environment too quickly, <strong>and</strong> recommend sufficient scaffold<strong>in</strong>g <strong>and</strong> close<br />
monitor<strong>in</strong>g of student activity as technology is <strong>in</strong>tegrated <strong>in</strong>to classroom activities<br />
(Ramach<strong>and</strong>ran, 2004; Luzón-Marco, 2010). Com<strong>in</strong>g <strong>in</strong>to the project, students were<br />
already familiar with navigation <strong>and</strong> features of the Moodle course site. The project<br />
design <strong>in</strong>cluded opportunity for participants to work together on structured tasks <strong>in</strong> a<br />
face-to-face sett<strong>in</strong>g before transition<strong>in</strong>g to onl<strong>in</strong>e collaboration. Networked computer<br />
A collaborative onl<strong>in</strong>e read<strong>in</strong>g <strong>and</strong> research project | 31