Blended Learning in English Language Teaching: Course Design and Implementation

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learning facilities is noted repeatedly. In addition, with the growing sophistication of participants – particularly on a course like IDLTM – there is an expectation that, to coin a phrase, course provision will have moved beyond ‘BL 1.0’ to ‘BL 2.0’. Secondly, the course material and examples must be directly relevant to management in an LTO. Since management textbooks rarely draw on examples in an educational service context, this has meant developing a coursebook based on the course, as well as assembling a stock of examples and cases from the world of the LTO manager, such as articles from the IATEFL Leadership and Management SIG Newsletter. Thirdly, as Dziuban, Hatman and Moskal (2004: 10) point out, with blended learning, ‘Just as students have to relearn how to learn, faculty have to relearn how to teach’, while in courses such as IDLTM, bringing together trainers from a range of different areas can create a forum for mentoring and the exchange of pedagogical practices and, as they also suggest, can ‘revitalize senior professors by refocusing them on the process of effective instruction’. Fourthly, because there is a high level of integration across the eight assessed course modules, it has proved beneficial to restrict the number of trainers to a maximum of four because of the close co-operation required – at least ideally – among trainers. With a small scale course like IDLTM such co-operation is feasible, but it is clear that in large-scale course provision, facilitating communication and co-operation across a teaching team becomes a more challenging and even more important requirement. Fifthly, the trainers themselves influence how, when and what participants contribute to online tasks and discussions. If trainers are perfunctory in the way they interact with participants, the latter are disinclined to contribute in depth. Indeed, Garrison and Vaughan (2007) advocate that teachers must provide ‘…ongoing facilitation, monitoring, and modelling of the course expectations for students throughout the entire semester’ (p. 141). What participants value is comments from trainers which are insightful, though not necessarily lengthy, and which are worth taking time off from their own busy schedules to read and reflect upon. Finally, although blended learning tuition involves a combination of elements, inputs and activities which are greatly facilitated by the means of a VLE, ultimately the success of blended learning depends on the imagination, understanding and commitment of the trainers, the effectiveness of well-organised and reliable administration and the wholehearted engagement of learners, prepared to participate in a course that may extend over a prolonged period. References Dziuban, CD, Hatman, JL and Moskal, PD (2004) Blended learning. EDUCAUSE Center for Applied Research Bulletin Issue 7. Available online at http://net.educause.edu/ir/ library/pdf/ERB0407.pdf Garrison, D and Kanuka, H (2004) Blended learning: Uncovering its transformative potential in higher education. Internet and Higher Education 7: 95–105. 98 | Blended learning: The IDLTM experience
Garrison, D and Vaughan, ND (2007) Blended Learning in Higher Education: Framework, Principles, and Guidelines. San Francisco: Jossey-Bass Publishers. Heinze, A and Procter, C (2004) Reflections on the Use of Blended Learning. Paper presented at 2nd Education in a Changing Environment conference 13–14 September 2004, University of Salford, UK. Available online at http://usir.salford.ac.uk/1658/ Hiebert, J, Gallimore, R and Stigler, JW (2002) A knowledge base for the teaching profession: What would it look like and how can we get one? Educational Researcher 31/5: 3–15. IATEFL Leadership & Management SIG. Available online at http://eltm.iatefl.org/ International Diploma in Language Teaching Management (IDLTM). Available online at www.icte.uq.edu.au/idltm Owston, RD, Sinclair, M and Wideman, H (2008) Learning for professional development: an evaluation of a program for middle school mathematics and science teachers. Teachers College Record 10/5: 1033–1064. Available online at www.tcrecord.org/content.asp?contentid=14668 Robbins, S and Judge, T (2012) Organizational Behaviour. Harlow: Pearson Education Limited. White, R, Martin, M, Stimson, M and Hodge, R (1991) Management in English Language Teaching. Cambridge: Cambridge University Press. White, R, Hockley, A, van der Horst Jansen, J and Laughner, M (2008) From Teacher to Manager: Managing Language Teaching Organizations. Cambridge: Cambridge University Press. Blended learning: The IDLTM experience | 99
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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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2 Blended learning in English for A
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All in the blend Reports on the app
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level of agreement or disagreement
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Hyland, K and Hyland, F (1992) Go f
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Page 47 and 48: Turgut, Y (2009) ‘EFL learners’
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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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Page 125 and 126: Making recommendations My friend An
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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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