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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<strong>in</strong> the form of a word processed document). The tra<strong>in</strong>er has an essentially passive<br />
role, monitor<strong>in</strong>g progress <strong>and</strong> only <strong>in</strong>terven<strong>in</strong>g if it appears that a team is go<strong>in</strong>g<br />
off the rails.<br />
Evaluation of activities<br />
In a course cover<strong>in</strong>g a wide range of management areas, some activities are more<br />
appropriate or effective than others. For <strong>in</strong>stance, a task <strong>in</strong> f<strong>in</strong>ancial management<br />
<strong>in</strong>tended to apply specific processes will have an outcome which will be either right<br />
or wrong. By contrast, a critical <strong>in</strong>cident <strong>in</strong> HRM may have more than one possible<br />
solution to the problem posed. The k<strong>in</strong>d of onl<strong>in</strong>e discussion <strong>in</strong> the former will be<br />
mostly concerned with the mechanics of achiev<strong>in</strong>g the correct outcome, whereas <strong>in</strong><br />
the latter, the discussion will consider alternative scenarios <strong>and</strong> consequences, while<br />
also mak<strong>in</strong>g connections to parallel issues <strong>in</strong> the participants’ own work context.<br />
By <strong>and</strong> large, tasks which are simple <strong>in</strong> design, with a m<strong>in</strong>imum amount of textual<br />
material, <strong>and</strong> which are relevant to the workplace, but allow for a range of responses<br />
from simple to complex, are the most effective at encourag<strong>in</strong>g participation,<br />
collaboration <strong>and</strong> lateral learn<strong>in</strong>g. For <strong>in</strong>stance, read<strong>in</strong>g articles which have an<br />
<strong>in</strong>terest<strong>in</strong>g angle on a topic <strong>and</strong> which can then be mapped onto the participants’<br />
own contexts seems to generate most discussion.<br />
In fact, the key variable appears to be the group itself. Some groups establish a very<br />
productive dynamic dur<strong>in</strong>g the face-to-face phase which they then carry over to the<br />
onl<strong>in</strong>e part of the course, whereas <strong>in</strong> other groups, there may be one or two ‘lurkers’<br />
who make limited or no contribution, regardless of the activity. The problem then is<br />
that such people are seen to be ‘passengers’ by active participants, <strong>and</strong> the effect<br />
on team morale <strong>and</strong> function<strong>in</strong>g can be noticeable <strong>in</strong> the simulation. However, as<br />
one of the aspects of the simulation is to actually comment on the effectiveness of<br />
onl<strong>in</strong>e teams <strong>and</strong> problems that arise <strong>in</strong> the operation of such teams, this ‘problem’<br />
is addressed <strong>in</strong> the sense that participants are able to discuss how they reacted to<br />
such situations.<br />
In all of these activities, the VLE plays a crucial role. This is particularly well<br />
demonstrated <strong>in</strong> the fourth activity type described <strong>in</strong> the previous section. In fact,<br />
<strong>in</strong> the type of blended learn<strong>in</strong>g that has evolved on the IDLTM, the VLE is an <strong>in</strong>tegral<br />
component <strong>and</strong> virtually none of the range of blended learn<strong>in</strong>g activities would be<br />
possible without the use of a VLE.<br />
When it comes to synchronous activities, some have proven to be problematic for<br />
a number of reasons. Firstly, participants are often <strong>in</strong> widely dispersed time zones,<br />
which can make schedul<strong>in</strong>g of chat sessions very problematic. Secondly, manag<strong>in</strong>g<br />
chat sessions with more than four or five participants is difficult, <strong>and</strong> despite<br />
establish<strong>in</strong>g simple procedures to facilitate optimum participation, moderat<strong>in</strong>g<br />
such sessions is both challeng<strong>in</strong>g <strong>and</strong> tax<strong>in</strong>g. Different solutions or approaches<br />
have been tried, from text-based chat to full webcam-supported audio-visual chat,<br />
but no solution has proved to be all th<strong>in</strong>gs to all people. Some participants have<br />
even commented that after a while they found it more useful to not attend the chat<br />
sessions, <strong>and</strong> <strong>in</strong>stead read the transcript afterwards, as it was more conducive to<br />
96 | <strong>Blended</strong> learn<strong>in</strong>g: The IDLTM experience