Blended Learning in English Language Teaching: Course Design and Implementation

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References Bachman, LF and Palmer, AS (1996) Language Testing in Practice. Oxford: Oxford University Press. Bersin and Associates (2003) Blended Learning: What Works? An Industry Study of the Strategy, Implementation, and Impact of Blended Learning. Bonk, C and Graham, C (eds) (2006) Handbook of Blended Learning: Global Perspectives, Local Designs. San Francisco: Jossey-Bass. Driscoll, M (2002) Blended learning: Let’s get beyond the hype. E-learning 3/3: 54. Huang, RH and Zhou YL (2007) ‘Designing blended learning focused on knowledge category and learning activities’, in Bonk, C and Graham, C (eds) (2006) Handbook of Blended Learning: Global Perspectives, Local Designs. San Francisco: Jossey-Bass, 296–310. Malderez, A and Wedell, M (2007) Teaching Teachers Processes and Practices. London: Continuum. Salmon, G (2000) E-moderating: The Key to Teaching and Learning. London: Kogan Page. Schön, D (1983) The Reflective Practitioner: How Professionals Think in Action. New York: Basic Books. Tu, CH (2001) How Chinese perceive social presence: An examination of interaction in online learning environment. Educational Media International 38/1: 45–60. Vygotsky, L (1978) Mind in Society. London: Harvard University Press. Weir, C and Khalifa, H (2008) A model of reading Research Notes 31/3. Reversing the blend: From online to blended | 89
8 Blended learning: The IDLTM experience Ron White, Andy Hockley, Stephen Heap and George Pickering Background Ten years ago, the International Diploma in Language Teaching Management (IDLTM), whose origins are based on an earlier advanced diploma (ADLTM), was launched. With tripartite design and ownership, viz., Cambridge ESOL, ICTE-UQ, SIT World Learning, the certificates are triple badged. The course has been delivered by ICTE- UQ (Australia), SIT (US) and International House Barcelona, in Australia, Brazil, Oman, Spain, Turkey and Vietnam. Typically, it is individuals who enrol, but courses for closed groups are also provided. The course attracts managers/leaders and prospective managers locally and internationally, both native and non-native English speakers (the latter with a minimum of IELTS 7 or equivalent). There is a maximum of 12 participants per course and well over 200 have successfully completed the course since 2001. The IDLTM was designed in response to indications that there was a demand for a management course which, by being made available in blended learning mode would enable participants to combine study with work, a benefit valued by the students surveyed by Heinze and Procter (2004). In the IDLTM, such blending also facilitates professional development by being relatively long term, collaborative and school based (Hiebert, Gallimore and Stigler, 2002, cited by Owston, Sinclair and Wideman, 2008). It was also felt that a blended learning approach would allow participants more time to study management theory and to relate it to their own context. Furthermore, as Garrison and Kanuka (2004) argue ‘the combination of face-to-face and online learning can result in a transformative learning experience … because course participants can benefit from being connected to a learning community regardless of whether they are physically apart and together’ (Owston, Sinclair and Wideman, 2008). Finally, with the predicted expansion of computer mediated training and learning, there was a belief that blended learning course delivery would contribute to the information literacy of participants, and that, as Dziuban, Hatman, and Moskal (2004: 3) point out, albeit in the context of undergraduate teaching, this would be of ‘benefit to them throughout their entire academic and employment careers’. After several iterations, the current model was established: ■■ A two-week face-to-face phase, usually of two consecutive weeks, this being the maximum time most managers can be away from work. ■■ Six-month online tuition and assessment for the eight course modules. Blended learning: The IDLTM experience | 91
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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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1 A collaborative online reading an
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engaging approach to teaching, wher
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page evaluation strategies, and col
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Conclusion Students received course
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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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