Page 17 - BLENDED LEARNING

control and choice); cost effectiveness; and ease of revision. Interestingly the term
‘pedagogical richness’ is used rather than ‘pedagogical effectiveness’. Presumably
what is meant by the phrase is the variety of different pedagogical approaches that
can be incorporated in a blend, rather than if they are effective or not. Marsh et al.
(2003) also mention the use of a blended learning solution to reduce costs in higher
education, as well as improving the teaching of large groups. Likewise, MacDonald
(2006: 22) refers to ever expanding classroom numbers as well as ‘changes in student
demography …a growth in part-time study’ as reasons for incorporating ‘online media’.
Sharpe et al. (2006) found from their review of blended e-learning in the tertiary sector
that ‘although the rationales for blended e-learning were highly contextualised and
specific to each institution they included: flexibility of provision, supporting diversity,
enhancing the campus experience, operating in a global context and efficiency’.
Nicolson et al. (2011) reiterate Sharpe et al.’s (2006) findings regarding flexibility as
they claim that, in a UK context in particular, there is a demand for flexible learning
opportunities that has been driven by social, cultural, economic and political changes.

Graham (2004: 7) and Graham et al., as quoted in Stracke (2007: 59), have condensed
these lists down to three main reasons in higher education which are: improved
pedagogy; increased access/flexibility; and increased cost effectiveness. Improved
pedagogy is often cited as a reason for implementing a blended learning approach
yet most authors do not expand on the subject. Indeed the phrase ‘pedagogy before
technology’ (Beetham and Sharpe, 2007: 3) has been used by some reflective
practitioners to stress the need to adopt technology for pedagogical reasons
and because it adds value to the teaching rather than simply as an add-on.

Improved pedagogy is also claimed with reference to blended learning in ELT
although once again little appears to have been written on the subject apart from
such general statements as: ‘blended learning seeks to combine the best of the
taught element of a course with the benefits of technology, so that, the argument
goes, better learning outcomes can be achieved’ (Sharma, 2007). In a different
publication Sharma and Barrett (2007: 7) are slightly more explicit and say ‘we will
assume that you have decided to incorporate technology into a language course for
a pedagogical reason, and by doing so, you are adding value to the teaching’. Sharma
and Barrett (2007) also believe that cost, convenience and being able to work in your
own time and at your own pace, the reasons they cite for blended learning being
employed in the business world, are also applicable to language teaching. Based
on my experience I have to question Sharma and Barrett’s (2007) belief that cost
effectiveness is a valid reason for employing blended learning in ELT because the
initial financial outlay for hardware and software is usually prohibitively expensive,
without counting the ongoing maintenance, replacement and upgrading costs.
Admittedly though, this will depend on the design of the blend and context
as learners may be expected to use their own computers rather than having
them provided.

Interestingly, in a later publication Hockly (2011: 58) does not repeat the reasons
given by Sharma and Barrett (2007) for employing blended learning in ELT but
provides us with three additional ones:

14 | Introduction Introduction | 15