Page 194 - BLENDED LEARNING

In each of the above parts, the learner works with one of the systems of tasks
dealing with a certain communicative function, for example speaking about the past,
expressing modality, describing objects, etc. One system includes about 35 tasks
(Sokol et al., 2002 – 09).
The novelty of the online modules is reflected in the following underlying principles:
■ ■ no grammar explanations are offered to learners

■ ■ tasks ask for new knowledge
■ ■ learners build their own grammar models
■ ■ learner models are tested and improved instead of being evaluated
as right or wrong
■ ■ learner banks are major tools for learning
■ ■ learners define learning goals and finalise content
■ ■ each learner works at his/her own pace.

Blend: online and face-to-face time
Despite the trend to include less grammar in General English courses, in Latvia
it traditionally receives a lot of attention. Although we do not have any research
evidence to support this, practically any local educator knows that both teachers
and learners want to deal with grammar as part of their courses. The approach to
grammar within the Thinking Approach, where learners develop and test their own
grammar rules, normally requires more time than a more traditional approach. Given
only three academic hours of classroom time for English, allocation of even one third
of this to grammar was seen as unaffordable luxury. Thus, a decision was made to
allocate one academic hour per fortnight to face-to-face work on grammar. The rest
students had to do independently through work with the online modules. On average,
students spent about two months on one system of grammar tasks. The table below
gives an overview of how the work was normally organised.
Week Time Content Part of the Medium
(mins) system
1 15 Entry test 1 Online
10 Results overview 1 Classroom
2 60 – 90 Work on the discovery of structures 2 Online
20 Overview: major problems, questions, 2 Classroom
technical support
3 15 Formulation of aims 3 Online
60 Work on concept questions tasks 4 Online
20 Overview: major issues, hints 4 Classroom
40 Development of models 4 Online
20 Support session 4 Classroom
4 60 –120 Testing the model 5 Online

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