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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packages, sett<strong>in</strong>g up onl<strong>in</strong>e accounts with Web 2.0 services <strong>and</strong> other activities<br />
that are necessary at the start of the course prior to engag<strong>in</strong>g with the actual<br />
learn<strong>in</strong>g content with<strong>in</strong> the course itself.<br />
■■ A part-time blended model allows participants from similar teach<strong>in</strong>g backgrounds<br />
to work together on the course, as they are usually liv<strong>in</strong>g locally, whereas the<br />
fully onl<strong>in</strong>e version of the course always has <strong>in</strong>ternational cohorts. Both local<br />
<strong>and</strong> <strong>in</strong>ternational cohorts have their advantages (one is not <strong>in</strong>tr<strong>in</strong>sically ‘better’<br />
than the other), but offer<strong>in</strong>g an additional blended version of the course allows<br />
participants to choose which group environment they would prefer to work <strong>in</strong> –<br />
by choos<strong>in</strong>g a part-time blended option, they will work with local teachers.<br />
■■ A blended model <strong>in</strong>creases the market reach of the course, by appeal<strong>in</strong>g to<br />
teachers who may be concerned about embark<strong>in</strong>g on a fully onl<strong>in</strong>e tra<strong>in</strong><strong>in</strong>g<br />
course. As one blended course participant put it <strong>in</strong> feedback:<br />
For me as a learner, the face-to-face part was great <strong>and</strong> was a stimulus to do the<br />
course. I’ve never done an onl<strong>in</strong>e only course before, so this ‘blended’ approach<br />
appealed to me more. I th<strong>in</strong>k hav<strong>in</strong>g the ‘blended’ approach has alleviated this<br />
fear. I feel better prepared <strong>and</strong> more open now to the onl<strong>in</strong>e part.<br />
The participants<br />
Participants on the Cert ICT are qualified <strong>in</strong>-service language teachers. The Cert ICT<br />
focuses not just on ICT tools <strong>and</strong> techniques, but also on general concepts <strong>and</strong> areas<br />
such as onl<strong>in</strong>e assessment, <strong>in</strong>tegration of ICT <strong>in</strong>to the curriculum, mobile learn<strong>in</strong>g,<br />
e-learn<strong>in</strong>g <strong>and</strong> blended learn<strong>in</strong>g. As such, the scope of the course is not restricted<br />
merely to <strong>English</strong> language teachers <strong>and</strong> we have also occasionally had teachers of<br />
other languages on the course <strong>in</strong> the past (French, Spanish, Ch<strong>in</strong>ese <strong>and</strong> German).<br />
However, the Cert ICT is validated by Tr<strong>in</strong>ity College London, so there are clear entry<br />
requirements: teachers must hold an <strong>in</strong>itial teach<strong>in</strong>g qualification, <strong>and</strong> non-native<br />
speaker teachers need a m<strong>in</strong>imum level of <strong>English</strong> (IELTS 5.5 or equivalent).<br />
The needs of the participants on the Cert ICT are usually fairly def<strong>in</strong>ed: they want to,<br />
or need to, learn more about how to use ICT <strong>in</strong> their classrooms. Specifically, they<br />
would like to learn to use technology tools with their learners <strong>in</strong> their face-to-face<br />
teach<strong>in</strong>g, <strong>and</strong> want ideas about how to do so effectively. The participants are usually<br />
fairly experienced teachers, with a m<strong>in</strong>imum of two years’ experience, up to 20 years<br />
or more. (See teachers talk<strong>in</strong>g about their course expectations on the <strong>Blended</strong> Cert<br />
ICT: http://youtu.be/M0WrjdjXTTg)<br />
Generally, our course participants have received little or no technology tra<strong>in</strong><strong>in</strong>g <strong>in</strong><br />
the past. But we do get a range of teachers on the course, from those with almost<br />
no experience, to a few who are already fairly proficient users of technology. The<br />
course is, <strong>in</strong> fact, designed to take this <strong>in</strong>to account, so that tasks are open ended,<br />
allow<strong>in</strong>g participants to complete them to the level of their own ability. As practis<strong>in</strong>g<br />
(<strong>and</strong> often experienced) teachers, participants frequently realise this early on, as this<br />
comment from one more tech-savvy course participant shows:<br />
It was good because it was viable for all levels so to speak – you could work at<br />
your own pace <strong>and</strong> also help others <strong>and</strong> get help.<br />
76 | Revers<strong>in</strong>g the blend: From onl<strong>in</strong>e to blended