Page 243 - BLENDED LEARNING

Summary
This chapter draws on the literature on blended learning course design in ELT and on
the authors’ experiences as course designers to provide a list of user-friendly design-
related questions under the four headings (context; course design; learners, teachers
and tutors; and evaluating and developing the blend) along with suggested answers
and examples for other designers to consider (see Appendix 1). The questions are
not presented as a definitive list to blended learning course designers, but rather
as a guide that will help them determine what blend would be most effective in their
particular contexts.
There were very few references to the literature on blended learning course design
in the case studies, which leads me to conclude that the authors learned mainly by
experience and that their blends evolved over time to become more appropriate
and effective for their learners. This being said, it is worth noting that collectively
the case studies provided suggested answers and examples for every question that
arose from the literature. This would seem to affirm the usefulness and validity of the
advice that it provides.

Conclusion
In the preface I described my frustration as a blended learning course designer
at the lack of advice on the principles and practicalities of blended learning course
design (above lesson level), and lack of descriptions or studies of blends in ELT
contexts. I believe that this publication goes some way to addressing those concerns
as not only does it provide detailed descriptions of blends from a number of
contexts, but it also outlines the lessons the authors learned whilst designing them
and offers constructive advice. To quote Sharpe and Oliver (2007: 41) ‘the process
of course design is complicated and often remains a private, tacit process’. It is
hoped that this publication goes some way to countering this.

References

Acklam, R and Crace, A (2003) Going for Gold Intermediate Coursebook. Harlow:
Pearson Longman.

Beatty, K (2003) Teaching & Researching Computer-Assisted Language Learning.
Harlow: Pearson Education.

Beetham, H and Sharpe, R (2007) ‘An introduction to rethinking pedagogy for a
digital age’, in Beetham, H and Sharpe, R (eds) Rethinking Pedagogy for a Digital Age.
Abingdon, Oxon: Routledge, 1–10.
Corder, D and Waller, G (2007) ‘Using a CALL package as a platform to develop
effective language learning strategies and facilitate autonomous learning’, in Miller,
L (ed) Autonomy in the Classroom 9. Dublin: Authentik Language Learning Resources
Ltd., 7–26.

240 | Conclusion