Page 198 - BLENDED LEARNING

Model by JP, Form 10
Structure Model
Did Definiteness of the moment: NO
Completeness: NO
When? past/before past/specific past: PAST
Was doing Definiteness of the moment: YES
Completeness: NO
When? past/before past/specific past:
SPECIFIC PAST
Had done Definiteness of the moment: YES
Completeness: YES
When? past/before past/specific past:
BEFORE PAST

Please note that the examples above are actual models of learners as they existed
during the time of working with a particular system of tasks. Some models or their
parts may appear incorrect from the conventional point of view. This, however, did
not necessarily affect the quality of the learning process of this or that student, as
the model was tested and often improved at a later stage. Moreover, it is surprising
how useful this or that ‘incorrect’ model may turn out to be in the student’s hands.

Students’ feedback and further planned adaptations
Students’ feedback concerned two aspects: the proposed approach to learning
grammar and the mode for implementing it. The feedback was collected through
various channels: anonymous online questionnaires, ongoing learner reflections
(Learner reflections 2004 –10), entries in the assessment portfolios and interviews.
The main points are summarised below:
■ ■ It is difficult for learners to accept working with grammar online if they previously
dealt with it in the classroom. The situation is completely different when a group
is introduced to the blended course from the very beginning.
■ ■ Difficult aspects are even more difficult when working online.
■ ■ Work online requires much more concentration than the same work
in the classroom.

■ ■ Learners’ complaints about the technology do not really depend on the quality
of the technological solutions offered to them.
■ ■ Technical problems lead to a high level of frustration (in comparison to
the classroom).
■ ■ Online modules are a good way to have everything about grammar organised
and kept in one place.
■ ■ Developing and testing their own models leads to deeper understanding
of how grammar works.
■ ■ Various aspects of learning grammar are remembered much better when
developed by learners.

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