Blended Learning in English Language Teaching: Course Design and Implementation

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It was frustrating a couple of times when I had to do pair work with someone who communicated late or not at all. Pair work was sometimes tricky, due to geographical/time differences, e.g. my contact Switzerland-Singapore. The lesson here is that online pair and group work needs to be carefully designed and judiciously applied, with clear guidelines for how to carry it out (for example, what participants should do if they don’t hear from a task partner). It is interesting to note that we have never received feedback from a fully online participant regretting that they did not take the blended version. Of course, frequently the blended version is simply not an option for an online participant, due to location. In addition, when comparing the results of the blended versus online versions of the Cert ICT, they are very similar. The dropout rate on both versions is extremely low (one per cent – two per cent), and frequently due to similar causes – typically an excessive workload at school making it difficult to keep up with course work. The pass rate is also similar across the two modes, with a low rate of referrals (around two per cent), and a similar percentage of distinctions (20 per cent – 25 per cent). Summary and recommendations Clearly, having identified a need for a blended version of the course, it was then a question of deciding what percentage to blend, and which activities and content to timetable into each part of the blend. Ensuring that participants are comfortable with embedded technologies is a key factor in the success of a course like this, so the initial face-to-face component not only ensures that group bonding takes place, but also introduces all the technologies that will be used in the online part. Maximising the potential of the different delivery modes is also key. Using faceto-face time for confidence building, socialising, group activities and critical input sessions makes efficient use of group communication opportunities, whilst research, discussion, reflection and project work can more productively be done online, at a distance. In many ways it is still not clear to us why some participants choose the fully online version, and some the blended one. Clearly external factors play a large part in the decision-making process: timetables, travel restrictions, home and family life and a whole slew of parameters influence the final decision, though it is worth noting that the majority of those who choose the blended model are perhaps less familiar with technologies before they come to the course, and need more support and encouragement at the start of their training journey. After four years of running both options, the fully online course is still by far the most popular choice, and we feel that more research will be needed in order to fully identify success factors and decision criteria for both models. Reversing the blend: From online to blended | 81
References Osguthorpe, RT and Graham, CR (2003) Blended learning environments: Definitions and directions. The Quarterly Review of Distance Education 4/3: 227–233. Walker, G (2005) Critical thinking in asynchronous discussion. International Journal of Instructional Technology and Distance Learning 2/6. Available online at http://itdl.org/ journal/jun_05/article02.htm Further Reading Harrell, PE and Harris M (2006) Teacher preparation without boundaries: A two-year study of an online teacher certification program. Journal of Technology and Teacher Education 14/4: 755–774. Available online at www.editlib.org/p/18913 King, KP (2002) Identifying success in online teacher education and professional development. The Internet and Higher Education 5: 231–246. Available online at www.sciencedirect.com/science/article/pii/S1096751602001045 Kupetz, R and Ziegenmeyer, B (2005) Blended learning in a teacher training course: Integrated interactive e-learning and contact learning. ReCALL 17/2: 179–196. Available online at http://journals.cambridge.org/action/displayAbstract?fromPage=o nline&aid=355478 Motteram, G (2006) Blended education and the transformation of teachers: A longterm case study in postgraduate UK higher education. British Journal of Educational Technology 37/1: 17–30. Available online at http://onlinelibrary.wiley.com/doi/10.1111/ j.1467-8535.2005.00511.x/abstract;jsessionid=486CA11E152793B9CEA873C548175 DE9.d03t01 Young, A and Lewis, CW (2008) Teacher education programmes delivered at a distance: An examination of distance student perceptions. Teaching and Teacher Education 24/3: 601–609. Available online at www.sciencedirect.com/science/article/ pii/S0742051X07000509 82 | Reversing the blend: From online to blended
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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
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To achieve a ‘principled approach
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its weakness in speaking.’ Contra
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References Adair-Hauck, B Willingha
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Rossett, A, Douglis, F and Frazee,
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Page 31 and 32: Conclusion Students received course
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Page 35 and 36: All in the blend Reports on the app
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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
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Page 55 and 56: Internet - links and WebQuests: Som
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Page 117 and 118: Comments on Part 2 Brian Tomlinson
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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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