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as being optional, which allows the student a degree of flexibility and autonomy.A number of the authors considered this in the design of their blends, for example,Ingham (Chapter 15) states, ‘The face-to-face aspects of the course were compulsory…. In contrast, contributing to wiki was optional as it was experimental.’ Hirst andGodfrey (Chapter 9) also incorporated optional tasks into their blend to ‘[promote]participant interaction and self-responsibility’.However, difficulties were encountered in a couple of designs from either makingthe modes compulsory or optional. Bilgin (Chapter 19) found that ‘the compulsoryuse of the online program was one of the reasons for student discontent’. Whilst theoptional component of using web-based resources in Fleet’s (Chapter 18) blend failedbecause ‘… students regarded the online material as a course extension rather thanan integral part. This expectation may be a fundamental reason why collective onlineinteraction was not extensive. Although there had been logical reasons for makingparticipation voluntary, had online interaction been compulsory, greater participationwould have undoubtedly occurred’.How will the modes complement each other?One of the reasons that students leave blended learning courses accordingto Stracke (2007a: 57) is due to ‘a perceived lack of support and connection/complementarity between the f2f and computer-assisted components of the“blend”….’ This is also one of Sharma and Barrett’s guiding principles for blendedlearning course design: ‘use technology to complement and enhance F2F teaching’(2007: 13–14). In the blend I redesigned this was one of my guiding principles and toachieve it we linked the content of the three modes to a relatively high degree eitherby grammar, vocabulary or topic. For example, the REWARD (Greenall, 2002) softwarethat was used in the computer mode was grammatically linked to the General Englishcoursebooks Headway (Soars and Soars, 2006) and Going for Gold (Acklam andCrace, 2003) that were used in the face-to-face mode. This complementarity aspectwas also widely referred to in the case studies, with Fleet (Chapter 18) stating ‘Thereshould therefore be a definite topic and skills link between class-based and onlinework, which learners need to be made aware of.’What methodology will the blend employ?According to Levy, cited in Neumeier (2005: 172), CALL methodology is‘predominantly expressed through the design of the computer programme’ andthis can result in it being somewhat limited and repetitive. In the face-to-face mode,however, it is the teacher who determines the methodology and the choices opento them are far greater. The methodology of each of the modes should therefore beconsidered, with variety being the aim when designing a blended learning course soas to appeal to as many learning styles as possible. Reference is made in the casestudies to a wide range of learning theories (such as behaviourism, connectivism andconstructivism), and language teaching approaches and methods (see Table 7).Conclusion | 233
Table 7: Learning theories, language teaching methods and approachesLearning theories and language teachingapproaches and methodsA student-centred, experiential learningapproach to instruction framed the designAuthor/ChapterGilbert, Chapter 1Project-based learning approach Gilbert, Chapter 1…a combination of process and productapproaches with some elements of genreapproach to writingEydelman, Chapter 3Different aspects of peer-editing pedagogy Eydelman, Chapter 3Student/learner centred approach Gilbert, Chapter 1; Ingham, Chapter 15;Fleet, Chapter 18; Pardo-Gonzalez, Chapter4; Eydelman, Chapter 3; Douglas and Paton,Chapter 10; Bilgin, Chapter 19Situative perspective of learning Kern, Chapter 11; Beagle and Davies, Chapter 12Face-to-face component uses a communicativetraining approachDudeney and Hockly, Chapter 6; Whittaker,Chapter 16Skill theory view of learning Bo and O’Hare, Chapter 7Thinking approach to language teachingand learningSokol et al., Chapter 17A task-based approach Russell, Chapter 14A ‘flipped’ approach Peachey, Chapter 5A form of ‘loop input’, a style of experientialteacher training process that involves analignment of the process and content of learningPeachey, Chapter 5Reflective learning Bo and O’Hare, Chapter 7Independent, self-paced study Beagle and Davies, Chapter 12Behaviourist approach Whittaker, Chapter 16Problem-based approach Whittaker, Chapter 16Constructivist/constructivism Gilbert, Chapter 1; Whittaker, Chapter 16Socio-constructivism/socio-constructivist approachConnectivist/connectivism Peachey, Chapter 5Hirst and Godfrey, Chapter 9; Douglas and Paton,Chapter 10; Ingham, Chapter 15Transmission approach Bo and O’Hare, Chapter 7Where will the course take place?Blended learning means that learning is no longer restricted to the classroomand can take place in a wide range of locations at times that are convenient tothe learner. However, Neumeier (2005) believes that familiarity with a learningenvironment, or the ability to become familiar with it, is vital for learning to takeplace. It is therefore advisable when determining locations to view them from thestudent’s perspective and maybe to ‘anchor’ one of the modes to a location togenerate a feeling of stability. Initially this seems like a less valuable considerationalthough I can relate to the idea that you need to be familiar with an environment forlearning to take place, as there are always places where I simply cannot study as I donot associate them with that activity.234 | Conclusion
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Blended Learning in EnglishLanguage
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ISBN 978-0-86355-706-4© British Co
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ForewordJohn Knagg obeIn recent yea
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AcknowledgementsWe would like to th
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PrefaceClaire WhittakerWhen I took
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10 |
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Table 1: Taxonomy of terms related
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control and choice); cost effective
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3. components need to be appropriat
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Unfortunately the study does not sp
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Regardless of the variety of sugges
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Hocutt, R (2001) The Second e-Learn
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24 | Introduction
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26 |
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Advanced level students are expecte
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Preliminary student-led discussions
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labs with data projectors provide t
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Ramachandran, S (2004) Integrating
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The coursesThe two EAP courses take
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What we blendBy 1993 we were alread
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discussions going during such disru
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42 | Blended learning in English fo
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Why blend?The decision to offer thi
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to complete during the before, whil
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In addition, there are a number of
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Turgut, Y (2009) ‘EFL learners’
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■■English for Academic Purposes
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Figure 1: Stages of the incorporati
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Table 3: Schedule for Unit 1Week Un
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Internet - links and WebQuests:Some
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ReferencesAllan, M (1985) Teaching
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My advice to intending EAP course d
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64 |
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Designing the blendAs described ear
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So in this way participants move fr
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first-hand experience on which they
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Generating peer-to-peer interaction
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74 | A blended learning teacher dev
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■■■■packages, setting up on
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Clearly there are advantages to hav
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Lessons learnedWhen deciding what p
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ReferencesOsguthorpe, RT and Graham
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The learner and the contextAlthough
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typically involve writing or applyi
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where possible, to bring them toget
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90 | Reversing the blend: From onli
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■■A one-week online simulation
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Online phase activitiesBoth asynchr
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in the form of a word processed doc
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learning facilities is noted repeat
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100 | Blended learning: The IDLTM e
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and draw on what they know to name
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Figure 3: The homepage in a Module
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Figure 5: The projects page carries
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ConclusionA blended training course
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Appendix 1Extract showing first thr
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■■■■Cambridge ESOL was repo
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■■Including later units on, for
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The rationale behind the blendThe k
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Figure 2: An example screen from a
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environment and to meet the student
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■■■■■■■■Fine-tuning
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124 | The Cambridge CELTA course on
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teacher development courses should
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128 | Comments on Part 2
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130 |
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Facilities and available technology
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pairs and groups on collaborative t
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2006) and are good revision tools (
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mobile phones via Bluetooth from my
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140 | Blended learning: podcasts fo
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The face-to-face aspect of the cour
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The course covers listening, speaki
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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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Procter, C (2003) Blended Learning
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14A longitudinal case study ofthe
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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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15Using a wiki to enhance thelearni
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The ‘history feature’ which can
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Figure 4: Student created listening
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Teaching methodologyThe blended des
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Figure 8: Student reaction to probl
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Lund, A (2008) Wikis: a collective
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16A military blendClaire WhittakerI
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Figure 1: How the modes complement
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sequence during a day. We believed
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REWARD (Greenall, 2002) is not expl
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Page 188 and 189: Comments on Part 3Brian TomlinsonOn
Page 190 and 191: Part 4 - English as aForeign Langua
Page 192 and 193: 17A thinking-based blendedlearning
Page 194 and 195: In each of the above parts, the lea
Page 196 and 197: Figure 1: Cycle of working with gra
Page 198 and 199: Model by JP, Form 10StructureDidWas
Page 200 and 201: Recommendation 2Ensure that the onl
Page 202 and 203: Sokol, A (2008) Development of Inve
Page 204 and 205: 18A blended learning approachto sof
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Page 210 and 211: 19Students’ CALLing: Blendedlangu
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Page 214 and 215: When considering blended learning,
Page 216 and 217: 20Lessons in blended learning:Imple
Page 218 and 219: had to find a way around the cost o
Page 220 and 221: In July 2011, teachers and particip
Page 222 and 223: Sharma, P and Barret, B (2007) Blen
Page 224 and 225: Comments on Part 4Brian TomlinsonTh
Page 226 and 227: ConclusionClaire Whittaker
Page 228 and 229: ConclusionIn this chapter a list of
Page 230 and 231: Under each of the above headings wi
Page 232 and 233: What are the limiting factors?Altho
Page 234 and 235: Table 5: Time spent on each modeBlo
Page 238 and 239: We were fortunate in Bosnia and Her
Page 240 and 241: changing, as learners’ engagement
Page 242 and 243: with a willingness to use technolog
Page 244 and 245: Dudeney, G and Hockly, N (2007) How
Page 246 and 247: Appendix 1 -Questions for blendedle
Page 248 and 249: Contributors
Page 250 and 251: ContributorsPeter Aborisade lecture
Page 252 and 253: Jody Gilbert taught in post-seconda
Page 254 and 255: Juanita Pardo-González (BA Hons in
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