Blended Learning in English Language Teaching: Course Design and Implementation

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Generating peer-to-peer interaction – Making sure that the tasks and the moderator encourage peer-to-peer interaction increases the likelihood of successful connectivist learning. Using freely available technology – Using free and open access apps and web-based tools ensures that participants will have access to the same tools to create their own courses and that the skills they are learning will be immediately relevant and applicable to their teaching context. Open content – Using open web-based content such as online journals and blogs ensures that all participants have equal access to resources and even participants coming from less well-resourced areas are not disadvantaged by limited access to academic materials. Flipping the paradigm – Using a flipped approach to core content ensures that participants come to the much shorter face-to-face element of the course readily prepared with a strong understanding of background issues and basic technical skills and experience. This helps to maximise the effectiveness of the face-to-face workshop element of the course. Recommendations for blended learning course designers Build online tasks around social interactivity – People do not really want to interact with a computer, they want to interact with other people, so design tasks in which the computer is the conduit and enabler of communication, not the focus of it. Think about tutor time – Think carefully about the amount of online tutor support necessary and how to avoid tutor overload. The tutor is very important to the success of the course, use their time wisely and value it. If the tutor is unhappy or feels overwhelmed or exploited then the course is unlikely to be successful, however well you may have designed your materials. Do not reinvent the wheel – Check to see if you can exploit freely available resources before you start to build your own. It can save you a huge amount of time and enhance the materials by including a wider perspective. Be time realistic – Think carefully about how long it takes to build effective online resources. It takes much more time to create online learning materials than it does to create classroom materials. A good rule is to try to estimate how long it will take, double it and then add 50 per cent, then you might be close to the reality. Integrating online and face-to-face – Make sure you think about how the online and face-to-face elements will support each other and how best they can do this. Your course still needs to have some unity and continuity even if it is delivered in very different modes and in different places. Exploit what works best – Build online tasks that can go beyond what can be done in a book or in a classroom. The internet and the world of online communication can be used to achieve some marvellous and creative things, so do not try to imitate books and classrooms, understand what is best about online and exploit it to the full. 72 | A blended learning teacher development course
Encourage learner autonomy and reflection – Getting students working alone and on their own computers is a great opportunity to give them some freedom, so exploit every opportunity you can to encourage autonomous learning and reflection. Develop online learning skills – Think about the skills participants will need to handle the course and how to build on these. Teachers and students who are new to online learning will need help to cope with the medium as well as the actual learning you want to deliver, so be prepared with videos, tutorials and FAQs to help. Be prepared to change – Constantly evaluate, reflect and learn from your course so that you can make the next course better. Digital materials and online courses are easy to change, and update, so be prepared to change what you may have originally thought was a great design. References Flipped Classroom Defined. Available online at http://digitalsandbox.weebly.com/ flipped-classroom.html L is for ‘Loop input’. Available online at http://elteachertrainer.com/2010/05/28/ do-we-still-use-%E2%80%98loop-input%E2%80%99-these-days/ Siemens, G (2004) Connectivism: A learning theory for the digital age. Available online at www.elearnspace.org/Articles/connectivism.htm The Flipped Class: Myths vs. Reality. Available online at www.thedailyriff.com/articles/ the-flipped-class-conversation-689.php Woodward, T (2003) Loop input. ELT Journal 57/3. Available online at http://eltj. oxfordjournals.org/content/57/3/301.full.pdf A blended learning teacher development course | 73
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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
Page 17 and 18: To achieve a ‘principled approach
Page 19 and 20: its weakness in speaking.’ Contra
Page 21 and 22: References Adair-Hauck, B Willingha
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Page 25 and 26: 1 A collaborative online reading an
Page 27 and 28: engaging approach to teaching, wher
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Page 31 and 32: Conclusion Students received course
Page 33 and 34: 2 Blended learning in English for A
Page 35 and 36: All in the blend Reports on the app
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Page 39 and 40: Hyland, K and Hyland, F (1992) Go f
Page 41 and 42: Why blend? The decision to offer th
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Page 45 and 46: In addition, there are a number of
Page 47 and 48: Turgut, Y (2009) ‘EFL learners’
Page 49 and 50: ■■ English for Academic Purpose
Page 51 and 52: Figure 1: Stages of the incorporati
Page 53 and 54: Table 3: Schedule for Unit 1 Week U
Page 55 and 56: Internet - links and WebQuests: Som
Page 57 and 58: References Allan, M (1985) Teaching
Page 59 and 60: My advice to intending EAP course d
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Page 63 and 64: The face-to-face element Because of
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Page 73 and 74: Clearly there are advantages to hav
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Page 77 and 78: References Osguthorpe, RT and Graha
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Page 83 and 84: where possible, to bring them toget
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Page 89 and 90: There is a fourth activity type in
Page 91 and 92: their own style of learning. At the
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Page 107 and 108: ■■ Including later units on, fo
Page 109 and 110: The rationale behind the blend The
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Page 115 and 116: ■■ Fine-tuning of online course
Page 117 and 118: 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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Figure 8: Student reaction to probl
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Lund, A (2008) Wikis: a collective
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hazard a guess that it was over con
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the management of the centres would
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There was a steady increase in the
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3. User experience - feedback on th
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Comments on Part 3 Brian Tomlinson
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17 A thinking-based blended learnin
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In each of the above parts, the lea
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Figure 1: Cycle of working with gra
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Model by JP, Form 10 Structure Mode
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Recommendation 2 Ensure that the on
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Sokol, A (2008) Development of Inve
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Moreover, as a result of increased
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In general, the students remarked t
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19 Students’ CALLing: Blended lan
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The students were taken to the comp
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When considering blended learning,
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Introducing Macmillan English Campu
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In both scenarios, the ratio of con
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attending scenario 1 courses. The o
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Comments on Part 4 Brian Tomlinson
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Conclusion Claire Whittaker
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Table 1: Neumeier’s (2005) framew
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Reasons given in the literature for
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Software Author and Chapter New Lea
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Keedwell’s (Chapter 13) blend on
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Table 7: Learning theories, languag
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What will the interactional pattern
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Whittaker (Chapter 16) believed tha
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Summary This chapter draws on the l
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Appendix 1 - Questions for blended
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Contributors Peter Aborisade lectur
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Jody Gilbert taught in post-seconda
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Juanita Pardo-González (BA Hons in
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The British Council is pleased to o
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Blended Learning in English Language Teaching: Course Design and Implementation

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