Blended Learning: From Theory To Practice
I have long been interested in ‘Blended Learning’ (BL). It remains a ‘buzz’ term in language teaching, although it means different things to different people. This blog post explores some key aspects of BL.
A good place to start unpacking the various definitions of BL is the ELTJ article ‘Key concepts in ELT: Blended Learning’ (2010). Common definitions include:
- combining traditional teaching with E-learning
- combining different methodologies
- combining different technologies
Despite the range of definitions, it is generally understood that the term refers to a course which combines face-to-face (f2f) classroom teaching with web-based learning. This is the definition I will use in my webinar: Blended Learning: from theory to practice.
Flexibility
BL is fascinating because the concept is based on being responsive to individual contexts. There is no single ‘solution’, but rather many ways to blend classroom teaching and online learning.
Flux
The term is constantly changing. The term ‘virtual blend’ has recently been applied to 100% online courses which use ‘face-to-face online’ teaching in ‘live’ webinars. New, somewhat exotic incarnations of BL have evolved, such as f2f + Virtual Reality (VR). Students away from the class use a headset to do further language practice which complements their lessons.
Why Blended Learning?
There are many reasons for transitioning to BL. One common reason is to combine the well-known positives of classroom teaching with the advantages of online learning, considered to be studying at your own pace, at a place of your choice; and ‘differentiation’ – using the online platform as a way of delivering personalized, individual learning.
‘Time’ is another frequently cited reason. There is simply not enough time for language learners to cover everything within the constraints of the class timetable. Indeed, some language areas are best suited to self-study, such as extensive reading and practising difficult phonemes.
Can BL save money? There is huge disagreement on this point. Many commercial organizations cite ‘cost-saving’ as a major argument for blending; however, schools who have moved part of the curriculum online often report additional and unexpected costs including remuneration for online moderation.
Challenges
One of the biggest challenges in setting up a BL course is that the course fails to satisfy anyone’s learning preference. The students who enjoy the class may not contribute to the knowledge building occurring in the online environment, while those who enjoy working online may dislike the time restrictions imposed by the timetable. Learners may not see the link between their lessons and online work. They sometimes perceive the online components to be of lesser value and fail to do the online work. Technical problems can prove de-motivating.
Which LMS?
In recent workshops, I have asked the question: “Which platform do you use?” The range of answers shows the immense diversity of what happens in classrooms around the world. Common is an ‘open-source’ platform like Moodle which is essentially empty unless you create and upload your own materials. Some private language schools have created their own LMS. If you use a coursebook, a sound entry point is the publisher platform, such as Oxford Online.
Comparing LMSs rarely compares ‘like for like’. The platform you know and love may well be disliked or unknown to a colleague. Much depends on your own preferences, familiarity and of course, your school.
The Power of Data
This summer, I taught with a publisher-produced platform linked to a coursebook. It included tracking tools which allowed me to see data on student performance, such as their scores for each exercise. It was quite a revelation for me, a classroom teacher, to see just what students do on the platform. I’m keen to share my insights in the webinar.
Success with BL
There are four critical factors in working towards a successful BL course appropriacy, complementarity, attitude and training:
Appropriacy
Successful BL teachers plan activities which are appropriate to each mode: classroom and online.
Imagine working on a controversial topic. It is appropriate to develop oral fluency in the classroom, through real-time discussion. It is appropriate to work on ‘critical thinking’ through an online forum, giving students more time to reflect, draft and re-compose their written arguments.
Complementarity
This refers to the genuine integration of the ‘in-class’ and ‘online’ elements. Sending students individual messages via the platform is a great way to personalise a printed activity in the student coursebook.
Attitude
“Apparently, we now have to use this learning platform, so here is your password!”
This overheard comment evinces a disconnect between a teachers’ beliefs and their practice. The success of a BL course may well ultimately depend on both teachers and students holding positive beliefs about BL itself.
Teacher training
Both teachers and students need time to become familiar with online materials and procedures. Teacher training represents an investment in time and money, yet it is an essential factor in making BL work.
Do you run BL courses? If so, which platform do you use? What is your experience?
The concept of BL is rich and multi-layered. As technology changes, so does BL. Nevertheless, no matter how fast the technology changes, it is principled pedagogy which lies at the heart of a good language course and underlies BL. I’m very much looking forward to exploring this fascinating, key concept in ELT and sharing ideas with teachers around the world.
References
Sharma, P. (2010). Key Concepts in ELT: Blended learning. ELTJ, 64(4), 456-458
Sharma, P. and Barrett, B. (2018) Best Practices for Blended Learning (2018) Hove: Pavilion Publishing and Media Ltd
Whittaker, C., and Tomlinson, B. (Eds.). (2013). Blended learning in English language teaching: Course Design and Implementation London, UK: British Council.