Blended Learning in English Language Teaching: Course Design and Implementation

Figure 1: Stages of the incorporation process of the blend
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Revision
Evaluation
| Incorporating blended learning
Analysis
Follow-up
Design
Every year the course passed through this complete cycle and triggered the work
of the following year in terms of number of users, elements incorporated in the
blend and benefits to the students. In terms of numbers, the blend has increased
significantly in terms of number of students, instructors, and groups using the blend
from the first year to 2010, when growth seemed to be stabilising. The use of the
blend in hours per week reached its peak in the year 2007 both for instructor use in
the classroom and student use outside the classroom. See Table 1 ‘Incorporations
in the blend in terms of numbers per year’. The list of incorporations in the blend and
student benefits are summarised in Table 2 ‘Incorporations in the blend and student
benefit by year’.
Use
Table 1: Incorporations in the blend in terms of numbers per year
Use of the project 2003 2004 2005 2006 2007 2008 2009 2010 2011
Number of students
using the outcome
0 30 60 240 450 1,064 1,128 1,389 1,412
Number of teachers
using the outcome
Number of groups
using the outcome
Student usage in
hours per week
out of class
Teacher/student
usage in hours per
week in class
0 1 1 3 9 15 21 24 24
0 1 2 8 13 18 42 50 55
0 1 1 2 3 3 3 3 3
0 0 0 1 1.5 1.5 1.5 1.5 1.5