Blended Learning in English Language Teaching: Course Design and Implementation

typically involve writing or applying tests in their workplace. Then the cycle would
begin again, covering five or six units of online study.
When participants were enrolled on the courses, for most courses they were
divided into groups, since it is widely recognised that test writing is best done in
groups, rather than as an individual activity. All examination boards have a ‘peer’
review process for items, including Cambridge, Pearson, and Trinity. Bachman
and Palmer (1996) talk about collecting feedback from a wide variety of sources
both on specifications, items and on processes and procedures. The forums of the
e-moderated Moodle platform gave participants and the e-moderator opportunity
to do that.
Course structure
As mentioned above, the development of testing skills is a long-term process, as it
requires not only necessary theoretical knowledge, but also continued practice and
reflection. What is more, our goal of getting participants to change their attitude to
the value of communicative testing, and to become co-constructors of knowledge
through dynamic interactions, rather than passive recipients, would be a radical
change in pedagogy for them. This could start in the four-day face-to-face training,
but would need more time to be achieved. So, the course was designed with two
stages, with each stage consisting of four days’ face-to-face training, followed by
around six weeks’ online e-moderated training. This kind of blend that allows a
radical transformation of pedagogy is what Bonk and Graham call ‘transforming
blends’ (2006: 13).
Finally, there were practical factors to consider. Whilst it was possible to gather
together in one city a group of in-service teacher researchers for four days’ training,
it was extremely difficult to release them from their work for a longer stretch of time,
as they have many responsibilities beyond teaching. Due to the size of China, and the
fact that training was offered at a provincial level, participants had to travel anything
up to 12 hours by train or bus to get to the face-to-face training.
Assessing learning
In order to evaluate the new tests that participants were making, assignments
for each online unit were submitted and marked by the e-moderator. This was
returned to the participant and they were asked to reflect on the result and trainer
comments and comment on future changes they would make or action they would
take. In addition, the level of participation on the online platforms was assessed.
The latter, it was hoped, would have a positive backwash on contributions to the
forums. Moodle tools enable all of the above to be done, recorded and shared
accurately and effectively.
Lessons learned
1. Course design
a. Originally, we started with the face-to-face training, and then on the last day of
training participants were given an hour’s introduction to the online platform and
86 | Reversing the blend: From online to blended