Page 91 - BLENDED LEARNING

where possible, to bring them together to tackle such issues, and also to boost
motivation. Also, bringing the trainer in real contact again helped them understand
the local context even more deeply, and so build more trust with the participants.
2. Delivery media and instructional modalities
a. The face-to-face trainer was also the e-moderator. It was essential that the
participants had a high level of trust and faith in the online trainer, feeling that
person knew their context and their learning needs. That trust could only be
gained effectively during the face-to-face training.
b. The internet is very slow for some links to resources outside China, so for video
tasks, if videos (with copyright) could not be stored directly on our China server,
tape scripts were provided to help participants.
c. The course design had to take cultural differences into consideration.
For instance, Chinese teachers are not used to group tasks and would be
reluctant to adapt or change other groups’ or participants’ work directly.
Therefore, the wiki was not successful, and discussion forums were used for
post-work comments instead.

Conclusions
Feedback has been very positive, with the varied learning modes proving particularly
popular among participants.
Since its first pilot in 2010, the project has been delivered with six different partners
at municipal or provincial level. The blended learning style has been welcomed by
both participants and partners, who are mainly local education authorities:

I find this mode helpful and effective as it allows me to learn and practice
after work.
Shen Qing (participant from Shanghai)
Through the Moodle online I really have learned a lot! I have got efficient
help from Jeff (the trainer and E-moderator) and I have searched the internet
for PDFs and much information about testing. I will try my best to help my
colleagues and students know more about tests.
One participant from Nanjing
The blended learning approach has met the needs of the project and enabled
participants to learn new skills in test writing such as:
■ ■ developing test specifications
■ ■ using their understanding of the advantages of certain test items to enable
them to use a wider range of items

■ ■ using statistical tools like a discrimination index and item analysis
■ ■ being confident in their ability to write reliable and valid tests that will have
a positive impact on communicative classroom teaching.

It is hoped that this development of awareness, confidence and skills will have
a positive impact on communicative classroom teaching in China.

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