Page 23 - BLENDED LEARNING

Regardless of the variety of suggested models, guidelines and frameworks authors
seem to be united in the belief that ‘determining the right blend isn’t easy or to be
taken lightly’ (Hofmann, 2001: 3). This is a sentiment shared by both Sharma (2007)
and Neumeier (2005). There are also words of warning from Sharma and Barrett
(2007: 8) that ‘a blended learning course run without a principled approach may
be seen as an “eclectic” blending together of course components, and can end up
as rather a mish-mash … learners may suffer “the worst of both worlds”’. Graham
(2004) also notes that a blended learning course can also be comprised of the
least effective modes just as easily as the most effective modes, although this is
rarely acknowledged.
Studies conducted into how best to integrate technology into the curriculum
appear to confirm the viewpoints in the preceding paragraph. For example Gillespie
and McKee’s (1999: 452) study concluded that ‘CALL – and other technology –
should not be brought in piecemeal, but be part of a structured learning environment’.
A similar study conducted by Adair-Hauck et al. (1999: 269) also proposed that
their results ‘may be interpreted that it is both feasible and desirable to integrate
in principled ways TELL activities into the language learning curriculum’.

Later studies continue to reach the same conclusion. Yang (2001: 91) summarised
a study into web-based research projects at university level by observing that
‘computer learning networks have the potential to empower students in well-
designed learning environments’. The implication being that ‘effective implementation
of technology is not accomplished just as an ‘add-on’ to existing tools, it must be
synergised into the language learning environment with the support of surrounding
educational systems’ (Yang, 2001: 92). Articles by Lin (2003) and Fujieda and
Matsuura (2005) also reiterate the importance of integration and Sharpe and
Oliver (2007: 49) warn against treating technology as a ‘bolt-on’.
However, ‘there is, of course, no single perfect blend – the concept is grounded
on the notion of flexibility’ (Lamping, 2004: 7) and must surely be largely context
dependent. Furthermore, developing a blend is an iterative process according to
Beetham and Sharpe (2007: 8) who believe that ‘effective designs will evolve only
through cycles of practice, evaluation and reflection’. Rossett et al. stress that ‘there’s
no cookbook for blends’ (2003: 1) and state, with reference to the business world,
that ‘the topic cries out for empirical research’. In relation to ELT Neumeier (2005:
176) supports this statement and emphasises that ‘further research is needed in
order to enhance the quality of blended learning environments’. Westbrook (2008:
14) concurs, as to his mind most of the research on blended learning has been
carried out in the tertiary sector and therefore there is a ‘huge deficit in terms of
research on using blended learning by individuals or small language schools’. It is
therefore envisaged that the case studies in this publication will inform professional
practice and enhance the theory of blended learning course design in ELT by adding
to the rather limited current knowledge base.

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