Blended Learning in English Language Teaching: Course Design and Implementation

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The course components In 2008 our existing face-to-face DELTA syllabus was adapted to the modular framework and the nature of Module One changed fundamentally as part of this metamorphosis. Syllabus topics were distributed into the three Modules so each could stand alone but they made a complete whole. The course is arranged in ten blocks which represented the course duration (over the ten weeks part-time or ten days intensive). One block comprises a) input (face-to-face hours or session notes with tasks), b) quizzes c) a group project, and d) an individual exam practice task, links and suggestions for further reading and research. See Appendix 1 for the schedule for the first few blocks. Figure 1: The first block in the ten block system Figure 2: Exam practice in the first block The online elements component of the course is delivered using the learning management system virtual learning environment Moodle, which brings a range of tools such as quizzes, assignment submission, blogs, wikis, forums and chat all under one roof. We chose Moodle, an open source solution, initially for economic reasons, but since then it has come to be seen as a valid and credible solution for education technology (Hill, 2011). Each course has its own Moodle room. Creating a blended DELTA Module One | 103
Figure 3: The homepage in a Module One Moodle room Access to Moodle is indefinite despite the course duration. In fact many participants continue to use it as a resource during the subsequent two DELTA Modules. a. Input Course participants can (if they wish) attend one afternoon a week for four hours, broken into three sessions. Each of these sessions (an outline of the tutor’s plan and handouts of which also can be accessed online) introduces or explores an aspect of the syllabus. Some sessions are an introduction to an area such as features of connected speech, some cover a specific aspect of something (there are grammar sessions on articles, aspects and modals). The aim is to capture interest, point participants to areas that they can and should research and suggest ways they might do this. These face-to-face sessions are delivered in a mix of group work, jigsaw activities, guided discovery and mini presentations by peers and other techniques. Online course participants have access to notes that outline the areas the same day the sessions take place, have links to reading where it is accessible online and suggestions for books where it is not. Notes include tasks features such as guided discovery activities that were used in sessions. Having access to materials online can be empowering (Sharma and Barrett, 2007: 45), as participants can work through the material at their own speed. However, as where material is being presented in face-to-face sessions, the programme allows some materials to be hidden and then time released by the tutors. b. Mini quizzes These are quick ‘click through’ activities that course participants can use to check what they have understood so far and what they need to work on. At present there are one or two for most of the weeks and they are one of the most heavily used components, but they only cover a small number of areas. These components aim to act as a self assessment learning tool. We also encourage course participants to make their own quizzes and share links using sites like Quizlet and to explore tasks in wikis that have been set up for that purpose, for example Kubbu or Zondle. 104 | Creating a blended DELTA Module One
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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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Why blend? The decision to offer th
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to complete during the before, whil
Page 45 and 46: In addition, there are a number of
Page 47 and 48: Turgut, Y (2009) ‘EFL learners’
Page 49 and 50: ■■ English for Academic Purpose
Page 51 and 52: Figure 1: Stages of the incorporati
Page 53 and 54: Table 3: Schedule for Unit 1 Week U
Page 55 and 56: Internet - links and WebQuests: Som
Page 57 and 58: References Allan, M (1985) Teaching
Page 59 and 60: My advice to intending EAP course d
Page 61 and 62: 5 A blended learning teacher develo
Page 63 and 64: The face-to-face element Because of
Page 65 and 66: ookmarking because social bookmarki
Page 67 and 68: and instructional design of the onl
Page 69 and 70: Encourage learner autonomy and refl
Page 71 and 72: packages, setting up online account
Page 73 and 74: Clearly there are advantages to hav
Page 75 and 76: Lessons learned When deciding what
Page 77 and 78: References Osguthorpe, RT and Graha
Page 79 and 80: The learner and the context Althoug
Page 81 and 82: typically involve writing or applyi
Page 83 and 84: where possible, to bring them toget
Page 85 and 86: 8 Blended learning: The IDLTM exper
Page 87 and 88: learning and characteristics, and k
Page 89 and 90: There is a fourth activity type in
Page 91 and 92: their own style of learning. At the
Page 93 and 94: Garrison, D and Vaughan, ND (2007)
Page 95: variety of teaching contexts (e.g.
Page 99 and 100: Figure 5: The projects page carries
Page 101 and 102: adding things in response to feedba
Page 103 and 104: Appendix 1 Extract showing first th
Page 105 and 106: ■■ Cambridge ESOL was reporting
Page 107 and 108: ■■ Including later units on, fo
Page 109 and 110: The rationale behind the blend The
Page 111 and 112: Figure 2: An example screen from a
Page 113 and 114: environment and to meet the student
Page 115 and 116: ■■ Fine-tuning of online course
Page 117 and 118: Comments on Part 2 Brian Tomlinson
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Page 121 and 122: 11 Blended learning: Podcasts for t
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Page 125 and 126: Making recommendations My friend An
Page 127 and 128: Sustainability Blended learning oft
Page 129 and 130: Kukulska-Hulme, A and Shield, A (20
Page 131 and 132: The face-to-face aspect of the cour
Page 133 and 134: The course covers listening, speaki
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Page 137 and 138: not so much for language improvemen
Page 139 and 140: the reader/listener as customer) an
Page 141 and 142: 2. ‘Technology is only important
Page 143 and 144: 14 A longitudinal case study of the
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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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