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unenthusiastic. There should therefore be a definite topic and skills link between
class-based and online work, which learners need to be made aware of. For instance,
learners will benefit linguistically and motivationally from pre-discussing internet
tasks in class and feeding back on what they have learned online. Likewise, they
are more likely to participate on wikis if the content is related to class input. This is
because their primary focus is currently on lessons and not digital learning.
With respect to online material, attractive, relevant and personalised content
motivates; therefore, it is beneficial to use images with text and to upload student
class work to encourage discussion. Besides this, any web-based activities should
not only complement classroom aims but also add value by compensating for the
limitations of the classroom. For instance, including YouTube clips is beneficial
because they are visual and allow students to replay content and work at their
own pace.

In terms of technical support, it is preferable to have introductory face-to-face
computer sessions to aid sign up, navigation and communication. If students have
limited online learning experience, it is advisable to scaffold their participation
by initially making involvement a course necessity and providing guided tasks.
As confidence increases, they are likely to become more independently motivated
to contribute in a less structured manner. Nevertheless, according to our study,
more directed encouragement will help at first.

References
Arnold, R and Ryan, M (2003) The Transformative Capacity of New Learning.
Melbourne: Australian Council of Deans of Education.

Azizinezhad M and Hashemi, M (2011) The use of blogs in teaching and learning
translation. Procedia – Social and Behavioral Sciences 28: 867– 871.

Dahawy, K and Kamel, S (2009) Using blended learning techniques in knowledge
dissemination: lessons learnt from the case of the American University in Cairo.
The Electronic Journal on Information Systems in Developing Countries 33.
Available online at www.ejisdc.org/ojs2/index.php/ejisdc/article/view/558
Niles, R (2008) News websites need sharper focus, consistent design to
attract audience, advertisers. The Online Journalism Review. Available online
at www.ojr.org/p1534/

Richards, JC (2005) Tactics for listening. Oxford: Oxford University Press.
Singer, FM and Stoicescu, D (2010) Using a blended learning tool to strengthen
teaching competences. Procedia Computer Science 3: 1527–1531.
Tobin, L (2011) Get a Degree by Blended Learning. Available online at
www.guardian.co.uk/education/2011/apr/19/distance-blended-learning-
degrees?INTCMP=SRCH

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