Page 214 - BLENDED LEARNING

When considering blended learning, there is, of course, no single perfect blend
because it is grounded on the notion of flexibility. Allan (2007) maintains that there is
no prescription for designing effective blended learning programmes. However, the
planning and design of effective blended learning practices can be challenging and
demanding. To what extent to use technology and when to integrate are important
questions in BLL. The most important aim in designing a BLL course is to find the
most effective and efficient combination of the two modes of learning for the
individual learning subjects, contexts and objectives (Neumeier, 2005).
References

Al-Jarf, RS (2004) The effects of web-based learning on struggling EFL college
writers. Foreign Language Annals 37/1: 46–56.

Al-Jarf, RS (2005) The effects of online grammar instruction on low proficiency
EFL college students’ achievement. The Asian EFL Journal Quarterly 7/4: 166–190.

Allan, B (2007) Blended Learning: Tools for Teaching and Training. London:
Facet Publishing.

Aycock, A, Garnham, C and Kaleta, R (2002) Lessons learned from the hybrid course
project. Teaching with Technology Today 8/6. Available online at www.uwsa.edu/ttt/
articles/garnham2.htm
Bañados, E (2006) A blended-learning pedagogical model for teaching and
learning EFL successfully through an online interactive multimedia environment.
CALICO Journal 23/3: 533–550.
Neumeier, P (2005) A closer look at blended learning: parameters for designing
a blended learning environment for language teaching and learning. ReCALL 17/2:
163–178.

Osguthorpe, RT and Graham, CR (2003) Blended learning environments, definitions
and directions. The Quarterly Review of Distance Education 4/3: 227–233.

Pazio, M (2010) Blended learning and its potential in expanding vocabulary
knowledge: A case study. Teaching English with Technology 10/1: 3–30.

Stracke, E (2007) A road to understanding: A qualitative study into why learners
drop out of a blended language learning (BLL) environment. ReCALL 19/1: 57–78.

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