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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Generally speak<strong>in</strong>g though, very tech-savvy participants will complete tasks <strong>and</strong> f<strong>in</strong>d<br />
the course easier than those with no ICT experience whatsoever. What this means <strong>in</strong><br />
practice is that unskilled participants take longer to complete tasks, <strong>and</strong> need more<br />
h<strong>and</strong>s-on support from the tutor <strong>and</strong> the rest of the group. Less technically proficient<br />
participants are often aware of the skills gap if they take a course with more proficient<br />
colleagues. However, the face-to-face component enables supportive group work<br />
from the beg<strong>in</strong>n<strong>in</strong>g of the course, <strong>and</strong> can help these participants feel more secure.<br />
Here is one (less skilled) participant’s take on this <strong>in</strong> her course feedback:<br />
I was often amazed at how those who knew more never seemed to m<strong>in</strong>d help<strong>in</strong>g<br />
out people like me <strong>and</strong> often wondered if they felt that they regretted sign<strong>in</strong>g up<br />
for this course. One day, I asked two of them <strong>and</strong> they immediately said, ‘No way!’<br />
<strong>and</strong> went on to say that they felt that they had learned/were learn<strong>in</strong>g A LOT!<br />
The tutors<br />
All of our courses, whether offered fully onl<strong>in</strong>e, or <strong>in</strong> blended versions, have a<br />
m<strong>in</strong>imum of six participants <strong>and</strong> a maximum of 15 participants. This is partly because<br />
of the nature of our courses that are all h<strong>and</strong>s-on, <strong>and</strong> task-based. In other words,<br />
participants work <strong>in</strong>dividually, <strong>in</strong> pairs <strong>and</strong> <strong>in</strong> small groups <strong>and</strong> prepare a significant<br />
number of outputs dur<strong>in</strong>g a course. The h<strong>and</strong>s-on nature of our courses means that<br />
the tutor workload is high. Typically, for one hour of onl<strong>in</strong>e work, we calculate 1.5<br />
hours of tutor support for a group. For one hour of face-to-face work, the ratio may<br />
be two hours of tutor work (at least) if we <strong>in</strong>clude preparation time.<br />
In addition, we assign one tutor for a s<strong>in</strong>gle group of six to ten participants. If the<br />
group has 11 to 15 participants, there are two tutors, with one tak<strong>in</strong>g the lead role<br />
(about 60 –70 per cent of the workload), <strong>and</strong> the other play<strong>in</strong>g a support role (30 – 40<br />
per cent of the workload). Aga<strong>in</strong>, this is due to the <strong>in</strong>creased workload for tutors with<br />
larger groups, due to the additional one-to-one support that onl<strong>in</strong>e courses need<br />
to provide to participants, especially <strong>in</strong> the area of technology, where teachers may<br />
have little or no experience.<br />
<strong>Course</strong> design <strong>and</strong> delivery<br />
With the blended Cert ICT, the tutor can deal with larger groups <strong>in</strong> the face-to-face<br />
component, with up to 20 participants <strong>in</strong> one face-to-face group. However, for the<br />
onl<strong>in</strong>e component a large group of 20 is split <strong>in</strong>to two separate onl<strong>in</strong>e groups of ten,<br />
each with its own tutor. The fundamental design issue here is that onl<strong>in</strong>e tutor<strong>in</strong>g<br />
(at least for h<strong>and</strong>s-on, task-based courses that require a great deal of <strong>in</strong>teraction/<br />
communication) can significantly <strong>in</strong>crease a tutor’s workload. The onl<strong>in</strong>e version of<br />
a face-to-face course may mean more work for a teacher – if the job is go<strong>in</strong>g to be<br />
done well. This is a fundamental issue when consider<strong>in</strong>g blended learn<strong>in</strong>g, <strong>and</strong> one<br />
that we f<strong>in</strong>d many <strong>in</strong>stitutions do not seem to be aware of. Clearly it has important<br />
implications for staff hours <strong>and</strong> cost<strong>in</strong>g.<br />
Because all our courses are offered onl<strong>in</strong>e, typically we have teachers from all<br />
over the world, work<strong>in</strong>g closely together onl<strong>in</strong>e <strong>in</strong> groups, for the duration of their<br />
course. The blended version of the Cert ICT, however, tends to attract participants<br />
who live locally to where the face-to-face component of the course is be<strong>in</strong>g run.<br />
Revers<strong>in</strong>g the blend: From onl<strong>in</strong>e to blended | 77