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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their own style of learn<strong>in</strong>g. At their most effective, they are practically useful for<br />
participants <strong>and</strong> they serve a valuable function <strong>in</strong> re<strong>in</strong>forc<strong>in</strong>g the social ties of<br />
the group.<br />
Thirdly, the simulation generates a lot of <strong>in</strong>volvement. For one th<strong>in</strong>g it is high stakes<br />
(the culm<strong>in</strong>at<strong>in</strong>g assignment depends on content from the simulation), while for<br />
another there are social pressures among each team which encourage active<br />
participation, s<strong>in</strong>ce lett<strong>in</strong>g down the team is someth<strong>in</strong>g which most participants wish<br />
to avoid. In many ways, the simulation is the most productive of the blended learn<strong>in</strong>g<br />
activities used on the course. Or, as one participant put it, ‘The simulation was also a<br />
fantastic way to br<strong>in</strong>g everyth<strong>in</strong>g together’.<br />
Adm<strong>in</strong>istration<br />
<strong>Blended</strong> learn<strong>in</strong>g gives rise to a number of adm<strong>in</strong>istration dem<strong>and</strong>s. In a programme<br />
such as IDLTM, the tra<strong>in</strong>ers are employed on a freelance basis, <strong>and</strong> only the course<br />
manager <strong>and</strong> adm<strong>in</strong>istrator are full-time employees of the provider <strong>in</strong>stitution. This<br />
means that, <strong>in</strong> effect, the tra<strong>in</strong>ers, who will usually be widely dispersed, are service<br />
providers <strong>and</strong> they are paid fixed rates accord<strong>in</strong>g to specified teach<strong>in</strong>g hours to be<br />
devoted to both the face-to-face <strong>and</strong> onl<strong>in</strong>e phases of the course, so guarantee<strong>in</strong>g<br />
uniformity of tra<strong>in</strong>er commitment is a challenge.<br />
Tra<strong>in</strong>ers are recruited on the basis of their subject expertise, but among any<br />
group there is diversity of experience of blended learn<strong>in</strong>g pedagogy, expectations<br />
<strong>and</strong> commitment. In turn, this gives rise to a need for tra<strong>in</strong>er tra<strong>in</strong><strong>in</strong>g <strong>and</strong> the<br />
exchange of good practice among members of the teach<strong>in</strong>g team. At best, this can<br />
be arranged dur<strong>in</strong>g the face-to-face phase, under the guidance of the lead tra<strong>in</strong>er<br />
who is, however, one among equals <strong>and</strong> has limited authority to direct such tra<strong>in</strong><strong>in</strong>g<br />
or to <strong>in</strong>voke any sanctions <strong>in</strong> the event of under-performance by other tra<strong>in</strong>ers.<br />
Because of the tight schedul<strong>in</strong>g <strong>and</strong> sequenc<strong>in</strong>g of the IDLTM programme,<br />
establish<strong>in</strong>g <strong>and</strong> ma<strong>in</strong>ta<strong>in</strong><strong>in</strong>g rout<strong>in</strong>es, meet<strong>in</strong>g deadl<strong>in</strong>es <strong>and</strong> record keep<strong>in</strong>g are<br />
vital for the effective management of the course. While the importance of efficient<br />
course management is not conf<strong>in</strong>ed to blended learn<strong>in</strong>g, because the blend <strong>in</strong> this<br />
case is based on onl<strong>in</strong>e work <strong>and</strong> participation among a geographically dispersed<br />
group of c<strong>and</strong>idates, the effectiveness of such a blended learn<strong>in</strong>g programme is<br />
highly dependent on effective co-ord<strong>in</strong>ation <strong>and</strong> adm<strong>in</strong>istration.<br />
Conclusion<br />
The IDLTM model of blended learn<strong>in</strong>g is successful when judged from the high<br />
retention rate – 92 per cent on the ICTE-UQ courses – <strong>and</strong> satisfaction levels.<br />
On the basis of the IDLTM experience, some guid<strong>in</strong>g pr<strong>in</strong>ciples <strong>and</strong> practical<br />
considerations emerge which may have implications for blended learn<strong>in</strong>g<br />
provision beyond this particular case.<br />
Firstly, there is the role, reliability <strong>and</strong> accessibility of the platform for the blended<br />
learn<strong>in</strong>g components. He<strong>in</strong>ze <strong>and</strong> Procter (2004) consider student concerns over<br />
technical issues with the VLE as one the perceived weaknesses of blended learn<strong>in</strong>g,<br />
while the importance of both teacher <strong>and</strong> student tra<strong>in</strong><strong>in</strong>g <strong>in</strong> the use of blended<br />
<strong>Blended</strong> learn<strong>in</strong>g: The IDLTM experience | 97