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It was frustrating a couple of times when I had to do pair work with someonewho communicated late or not at all.Pair work was sometimes tricky, due to geographical/time differences,e.g. my contact Switzerland-Singapore.The lesson here is that online pair and group work needs to be carefully designedand judiciously applied, with clear guidelines for how to carry it out (for example,what participants should do if they don’t hear from a task partner).It is interesting to note that we have never received feedback from a fully onlineparticipant regretting that they did not take the blended version. Of course,frequently the blended version is simply not an option for an online participant,due to location.In addition, when comparing the results of the blended versus online versions ofthe Cert ICT, they are very similar. The dropout rate on both versions is extremelylow (one per cent – two per cent), and frequently due to similar causes – typicallyan excessive workload at school making it difficult to keep up with course work.The pass rate is also similar across the two modes, with a low rate of referrals (aroundtwo per cent), and a similar percentage of distinctions (20 per cent – 25 per cent).Summary and recommendationsClearly, having identified a need for a blended version of the course, it was thena question of deciding what percentage to blend, and which activities and contentto timetable into each part of the blend. Ensuring that participants are comfortablewith embedded technologies is a key factor in the success of a course like this,so the initial face-to-face component not only ensures that group bonding takesplace, but also introduces all the technologies that will be used in the online part.Maximising the potential of the different delivery modes is also key. Using faceto-facetime for confidence building, socialising, group activities and critical inputsessions makes efficient use of group communication opportunities, whilst research,discussion, reflection and project work can more productively be done online,at a distance.In many ways it is still not clear to us why some participants choose the fully onlineversion, and some the blended one. Clearly external factors play a large part in thedecision-making process: timetables, travel restrictions, home and family life anda whole slew of parameters influence the final decision, though it is worth notingthat the majority of those who choose the blended model are perhaps less familiarwith technologies before they come to the course, and need more support andencouragement at the start of their training journey. After four years of running bothoptions, the fully online course is still by far the most popular choice, and we feel thatmore research will be needed in order to fully identify success factors and decisioncriteria for both models.Reversing the blend: From online to blended | 81
ReferencesOsguthorpe, RT and Graham, CR (2003) Blended learning environments: Definitionsand directions. The Quarterly Review of Distance Education 4/3: 227–233.Walker, G (2005) Critical thinking in asynchronous discussion. International Journal ofInstructional Technology and Distance Learning 2/6. Available online at http://itdl.org/journal/jun_05/article02.htmFurther ReadingHarrell, PE and Harris M (2006) Teacher preparation without boundaries: A two-yearstudy of an online teacher certification program. Journal of Technology and TeacherEducation 14/4: 755–774. Available online at www.editlib.org/p/18913King, KP (2002) Identifying success in online teacher education and professionaldevelopment. The Internet and Higher Education 5: 231–246. Available online atwww.sciencedirect.com/science/article/pii/S1096751602001045Kupetz, R and Ziegenmeyer, B (2005) Blended learning in a teacher training course:Integrated interactive e-learning and contact learning. ReCALL 17/2: 179–196.Available online at http://journals.cambridge.org/action/displayAbstract?fromPage=online&aid=355478Motteram, G (2006) Blended education and the transformation of teachers: A longtermcase study in postgraduate UK higher education. <strong>British</strong> Journal of EducationalTechnology 37/1: 17–30. Available online at http://onlinelibrary.wiley.com/doi/10.1111/j.1467-8535.2005.00511.x/abstract;jsessionid=486CA11E152793B9CEA873C548175DE9.d03t01Young, A and Lewis, CW (2008) Teacher education programmes delivered at adistance: An examination of distance student perceptions. Teaching and TeacherEducation 24/3: 601–609. Available online at www.sciencedirect.com/science/article/pii/S0742051X0700050982 | Reversing the blend: From online to blended
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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
Page 33 and 34: Preliminary student-led discussions
Page 35 and 36: labs with data projectors provide t
Page 37 and 38: Ramachandran, S (2004) Integrating
Page 39 and 40: The coursesThe two EAP courses take
Page 41 and 42: What we blendBy 1993 we were alread
Page 43 and 44: discussions going during such disru
Page 45 and 46: 42 | Blended learning in English fo
Page 47 and 48: Why blend?The decision to offer thi
Page 49 and 50: to complete during the before, whil
Page 51 and 52: In addition, there are a number of
Page 53 and 54: Turgut, Y (2009) ‘EFL learners’
Page 55 and 56: ■■English for Academic Purposes
Page 57 and 58: Figure 1: Stages of the incorporati
Page 59 and 60: Table 3: Schedule for Unit 1Week Un
Page 61 and 62: Internet - links and WebQuests:Some
Page 63 and 64: ReferencesAllan, M (1985) Teaching
Page 65 and 66: My advice to intending EAP course d
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Page 69 and 70: Designing the blendAs described ear
Page 71 and 72: So in this way participants move fr
Page 73 and 74: first-hand experience on which they
Page 75 and 76: Generating peer-to-peer interaction
Page 77 and 78: 74 | A blended learning teacher dev
Page 79 and 80: ■■■■packages, setting up on
Page 81 and 82: Clearly there are advantages to hav
Page 83: Lessons learnedWhen deciding what p
Page 87 and 88: The learner and the contextAlthough
Page 89 and 90: typically involve writing or applyi
Page 91 and 92: where possible, to bring them toget
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Page 95 and 96: ■■A one-week online simulation
Page 97 and 98: Online phase activitiesBoth asynchr
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Page 101 and 102: learning facilities is noted repeat
Page 103 and 104: 100 | Blended learning: The IDLTM e
Page 105 and 106: and draw on what they know to name
Page 107 and 108: Figure 3: The homepage in a Module
Page 109 and 110: Figure 5: The projects page carries
Page 111 and 112: ConclusionA blended training course
Page 113 and 114: Appendix 1Extract showing first thr
Page 115 and 116: ■■■■Cambridge ESOL was repo
Page 117 and 118: ■■Including later units on, for
Page 119 and 120: The rationale behind the blendThe k
Page 121 and 122: Figure 2: An example screen from a
Page 123 and 124: environment and to meet the student
Page 125 and 126: ■■■■■■■■Fine-tuning
Page 127 and 128: 124 | The Cambridge CELTA course on
Page 129 and 130: teacher development courses should
Page 131 and 132: 128 | Comments on Part 2
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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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Greenall, S (2002) Reward CD-ROM. O
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Comments on Part 3Brian TomlinsonOn
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Part 4 - English as aForeign Langua
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17A thinking-based blendedlearning
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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 10StructureDidWas
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Recommendation 2Ensure that the onl
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Sokol, A (2008) Development of Inve
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18A blended learning approachto sof
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input and answer questions that had
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unenthusiastic. There should theref
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19Students’ CALLing: Blendedlangu
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The students were taken to the comp
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When considering blended learning,
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20Lessons in blended learning:Imple
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had to find a way around the cost o
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In July 2011, teachers and particip
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Sharma, P and Barret, B (2007) Blen
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Comments on Part 4Brian TomlinsonTh
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ConclusionClaire Whittaker
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ConclusionIn this chapter a list of
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Under each of the above headings wi
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What are the limiting factors?Altho
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Table 5: Time spent on each modeBlo
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as being optional, which allows the
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We were fortunate in Bosnia and Her
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changing, as learners’ engagement
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with a willingness to use technolog
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Dudeney, G and Hockly, N (2007) How
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Appendix 1 -Questions for blendedle
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Contributors
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ContributorsPeter Aborisade lecture
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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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