1.1 Introduction

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In Unit 1 you will learn about and explore these aspects of blended learning:

the key concepts

the different models

the benefits

the best blends for your teaching context.

Let’s start with two tasks to see what you know about blended learning.

1.2 What is blended learning?

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1.3 Blended learning models

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1.4 The advantages of blended learning

At this point, you might be asking yourself: What are the advantages of using blended learning? Why should I consider using it?

Blended learning offers the best of both worlds because it keeps socialisation in the classroom. This is where students learn to

get along with others, and in many cases make friends for life. At the same time, blended learning provides technology-

enhanced online materials which are accessible from any computer connected to the Internet or even through smart phones or

other electronic devices, at any moment. By technology-enhanced materials we mean videos, text, images, audio, interactive

exercises and quizzes, simulations and 3D games, etc. 

Students learn in different ways. Some students learn best by listening, others by looking at things (texts and images, for

example), while others learn best by doing. Blended learning gives teachers the opportunity to cater to students’ individual

learning styles by offering texts, podcasts, videos, graphics and interactive activities to cover specific content. Teachers can

also assign individual students different tasks which they can complete at their own pace.

Using blended learning, students have the opportunity to communicate with speakers of the target language in other countries

or cities. For example, students can practise their listening and speaking skills live through voice chats, voice forums or virtual

rooms. They can also practise their reading and writing skills in text chats, forums and blogs.

The opportunity to listen to podcasts and videos recorded by speakers of English is another advantage of blended learning.

Teachers can invite guest speakers from any part of the world to talk to their students, and more advanced students can present

online for live audiences, which will make these projects more motivating for the students. 

These interactions enrich their learning because they are being exposed to authentic language, the language spoken by

speakers of English, as opposed to the language samples especially created for classroom use.

Blended learning provides students with two fundamental competencies for their lives: computer literacy and autonomy. 

Tasks that have become invaluable in today’s world include being able to navigate the web:

to find information

to look for a job

to create and post a résumé, and

to look for web applications that make our work easier.

Through blended learning, our students will be developing these skills at the same time as learning English.

Autonomy is also essential for organising our time and being able to accomplish our goals in life. Blended learning encourages

learners to be autonomous. In short, we will be teaching our students to be multi-literate citizens.

We should not forget that many of our students were born surrounded by technology (computers, smart phones, computer

games), so they have been described as ‘digital residents’. Their social lives may revolve around technological gadgets and

social networks such as Facebook and Twitter. Adding these tools into our classes will increase their motivation to learn.

Now let’s check your comprehension of some the concepts presented and then we’d like to hear your reactions to what you’ve

learnt so far.

1.5 Choosing a blend

One of the first questions people ask when planning to implement blended learning is: ‘What is the right blend of face-to-face and online learning for our particular course or institution?’ Well, no one can answer that

question for them. They need to consider their context before making a decision.

These considerations fall into three groups: access, skills and attitude.

AccessThe school needs to take into account the number of computers connected to the Internet that can be used and how often they would be available. Also whether there is a learning management system, like Moodle,

for example. It also needs to consider whether teachers and students involved have access to computers connected to the internet at home or in internet cafés.

SkillsIt is important to find out about students’ use of computers, mobile or smart phones, including information about frequency and purpose of use. Similar questions need to be asked of teachers and their technological

skills need to be noted.

AttitudeThe attitude of teachers, students and the institution as a whole to the use of technology also need to be taken into account.

The answers to the questions posed are important when adopting some blended learning models. However, most teachers who have gone blended have started small and this is what we would strongly suggest.

Only a computer connected to the Internet or a mobile phone with an Internet connection is needed to go blended. By starting small we mean adding supplementary, fun online activities to regular lessons for

students to do in class or at home. If done at home, the teacher shouldn't forget to check them in the next class. In this way, students will feel they are worth doing.

 

Let's stop and reflect on implementing blended learning in this gradual way. Complete the following two exercises and share your thoughts.  

1.6 From theory to practiceNow that you know what blended learning is, the types of blends and its benefits, it is time to think about your own situation. The first thing you need to do, before implementing a blended course, is a needs analysis. That is, you should ask some questions to yourself, your students and your institution in order to find out what kind(s) of blended learning you can adopt.

These are the questions for your needs analysis:

For the school Does the school have computers available for your students?

If so, how frequently can you use them?

Are they connected to the Internet?

If so, are you allowed to download programs such as Flash, Java, and Skype onto the computers (or can you have other people download them for you)?

Does the school have a learning management system (LMS)?

If so, can you use it?

If you don't know the answers to these questions, talk to the person who can provide them. 

For your students Do they have computers at home?

Are they connected to the Internet?

If they don't have computers, can they go to a nearby internet café?

Do they have mobile phones or smart phones connected to the Internet?

How often do they use web applications (MSM, social networks, etc.) to communicate with friends?

Do they like to use these applications?

Have they used them for class work?

Using the questions above, create a questionnaire to be completed by your students, and change the questions to make them personal – use ‘you’.

For you Do you have a computer at home?

Do you have an Internet connection?

Do you have a mobile phone or smart phone with internet connection?

How good are your computer skills?

Do you enjoy using computers?

Do you use web tools to communicate with friends, colleagues, relatives?

Have you used web tools in your classes?

Answer these questions about yourself and, if appropriate, about anyone else who might work with you on a blended learning course.

1.7 Review

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