Page 237 - BLENDED LEARNING

Table 7: Learning theories, language teaching methods and approaches
Learning theories and language teaching Author/Chapter
approaches and methods
A student-centred, experiential learning Gilbert, Chapter 1
approach to instruction framed the design
Project-based learning approach Gilbert, Chapter 1
…a combination of process and product Eydelman, Chapter 3
approaches with some elements of genre
approach to writing
Different aspects of peer-editing pedagogy Eydelman, Chapter 3
Student/learner centred approach Gilbert, Chapter 1; Ingham, Chapter 15;
Fleet, Chapter 18; Pardo-Gonzalez, Chapter
4; Eydelman, Chapter 3; Douglas and Paton,
Chapter 10; Bilgin, Chapter 19
Situative perspective of learning Kern, Chapter 11; Beagle and Davies, Chapter 12
Face-to-face component uses a communicative Dudeney and Hockly, Chapter 6; Whittaker,
training approach Chapter 16
Skill theory view of learning Bo and O’Hare, Chapter 7
Thinking approach to language teaching Sokol et al., Chapter 17
and learning
A task-based approach Russell, Chapter 14
A ‘flipped’ approach Peachey, Chapter 5
A form of ‘loop input’, a style of experiential Peachey, Chapter 5
teacher training process that involves an
alignment of the process and content of learning
Reflective learning Bo and O’Hare, Chapter 7
Independent, self-paced study Beagle and Davies, Chapter 12
Behaviourist approach Whittaker, Chapter 16
Problem-based approach Whittaker, Chapter 16
Constructivist/constructivism Gilbert, Chapter 1; Whittaker, Chapter 16
Socio-constructivism/ Hirst and Godfrey, Chapter 9; Douglas and Paton,
socio-constructivist approach Chapter 10; Ingham, Chapter 15
Connectivist/connectivism Peachey, Chapter 5
Transmission approach Bo and O’Hare, Chapter 7

Where will the course take place?
Blended learning means that learning is no longer restricted to the classroom
and can take place in a wide range of locations at times that are convenient to
the learner. However, Neumeier (2005) believes that familiarity with a learning
environment, or the ability to become familiar with it, is vital for learning to take
place. It is therefore advisable when determining locations to view them from the
student’s perspective and maybe to ‘anchor’ one of the modes to a location to
generate a feeling of stability. Initially this seems like a less valuable consideration
although I can relate to the idea that you need to be familiar with an environment for
learning to take place, as there are always places where I simply cannot study as I do
not associate them with that activity.

234 | Conclusion