ELT Media Design

“Blended Learning in ELT”

Lecturer:

Siswandi, S.Pd.I, M.Pd

Written by:

Deby Setiawaty Ningsih (11614203351)

Siti Alawiyah Aini (11614201781)

Class: PBI VI A

STATE ISLAMIC UNIVERSITY OF SULTAN SYARIF KASIM RIAU

FACULTY OF EDUCATION AND TEACHER TRAINING

ENGLISH EDUCATION DEPARTMENT

2019
 CHAPTER 1

INTRODUCTION

Through the beginning of the millennium, the education environments have witnessed
the introduction of information technologies and new pedagogies. Especially, the extensive
use of Internet technologies as well as the networked learning made it possible to design and
utilize new generation learning environments that are realistic, authentic, and engaging. By
means of educational developments, alternative content delivery techniques or technologies
have been implemented into the teaching environments throughout the years.

In an effort to capitalize on the advantages of instructional delivery modalities and

minimize the disadvantages, scholars started to combine the most functional elements of the
instruction in these learning environments and that is universally called as ‘Blended
Learning’. Although the blended learning as an instruction model has an increasing interest in
the field of higher education, it is still in its infancy. The definitions of blended learning in the
literature needs to be clarified or collocated for the readers, who would like to deal with
blended learning in any level of instruction
 CHAPTER II

CONTENT

A. Definition of Blended Learning

The terminology of blended learning originated in the business world in
connection with corporate training (Sharma and Barrett, 2007), then was employed in
higher education (MacDonald, 2006) and lastly it appeared in language teaching and
learning. Bonk and Graham (2006: 22), appears to agree with this by boldly stating
that ‘all learning is blended learning’. In the same article, Masie (2006: 22) goes on to
state that ‘blended learning has always been a major part of the landscape of training,
learning and instruction’ and encourages us to think back to our college days when the
pedagogical approach involved a number of different teaching strategies.
The concept of blended learning in the field of higher education has been
introduced as an opportunity to improve the teaching and learning process by
harmonizing the advantages and disadvantages of on-ground and online learning
settings. According to Lanham, Augar, and Zhou (2005) blended learning combines
both traditional face-to-face learning with online learning as well as it connects
asynchronous and synchronous online learning technologies. Similarly, Chew, Norah,
and Turner (2008) pointed out that the definition of the blended learning might be
depend on the varying needs and requirements of individuals or organizations, since
there are too many ways and models of blends that depend on the purposes of the deIn
the context of higher education, Dziuban et al. (2004: 5) found that their blended
learning courses had ‘the potential to increase student learning outcomes while
lowering attrition rates in comparison with equivalent fully online courses’ and that
blended learning results ‘in success and attrition rates were comparable to the face-to-
face modality for all ethnicities.’ A study conducted by Harker and Koutsantoni
(2005: 197) also found that ‘the blended learning mode was much more effective in
student retention’ than the distance learning mode on their English for Academic
Purposes (EAP) programme, ‘whilst students’ achievement levels were similar in both
groups’ as were their satisfaction rates.velopers and the context.

According to Driscoll (2002), the four major concepts that blended learning
was referred to in the literature were as follows:
 • To combine or mix modes of Web-based technology (e.g., live virtual classroom,
self-paced instruction, collaborative learning, streaming video, audio, and text) to
accomplish an educational goal.
• To combine various pedagogical approaches (e.g., constructivism, behaviorism,
cognitivism) to produce an optimal learning outcome with or without instructional
technology.
• To combine any form of instructional technology (e.g., videotape, CD-ROM, Web-
based training, film) with face-to-face instructor-led training.
• To mix or combine instructional technology with actual job tasks in order to create a
harmonious effect of learning and working.

Classification of Blended Learning

B. Blended Learning in ELT

With reference to ELT, Sharma (2007) suggests ‘for blended learning to be effective
the two component parts should be integrated with the technology complementing and
not replacing the efforts of the teacher’. In the same article Sharma (2007) provides
us with five practical examples of how to follow the guidelines at lesson level:
1. A teacher prepares their students for giving a presentation firstly by discussing
the topic, then by allowing them to practise fixed phrases using a CD-ROM, then
by watching a video on presentations, before finally they prepare and deliver their
own.
2. Using a class wiki (a website on which the pages can be edited by the users,
e.g. Wikipedia).
3. Creating a podcast (a computer audio file).
4. Downloading Moodle software (a platform) to support a virtual learning
environment (VLE).
5. Setting up a blog (an online diary).
To achieve a ‘principled approach’ to blended learning in ELT Sharma and Barrett
(2007: 13 –14) suggest the following four guiding principles:

 Firstly, they advise you to ‘separate the role of the teacher and the role of
technology’ as the roles are not interchangeable, but they are complementary.
 Secondly, ‘teach in a principled way’ using means that best suit the learners’
needs, i.e. pedagogically driven.
 Thirdly, ‘use technology to complement and enhance F2F teaching’ meaning
that the two modes should complement each other, and which seems to
suggest that face-to-face is exclusively the lead mode.
 Lastly, ‘It’s not so much the program, more what you do with it’ (Jones, 1986).
To illustrate this final statement three examples of how to use a CD-ROM are
given, from an individual using it alone at home, to follow up practice in self-
study or at home after a class, to actually using it in class as part of a
presentation.

CHAPTER III

CONCLUSION

The concept of blended learning in the field of higher education has been
introduced as an opportunity to improve the teaching and learning process by
harmonizing the advantages and disadvantages of on-ground and online learning
settings. According to Lanham, Augar, and Zhou (2005) blended learning combines
both traditional face-to-face learning with online learning as well as it connects
asynchronous and synchronous online learning technologies. Similarly, Chew, Norah,
and Turner (2008) pointed out that the definition of the blended learning might be
depend on the varying needs and requirements of individuals or organizations, since
there are too many ways and models of blends that depend on the purposes of the
developers and the context. There are classifications of blended learning, such as
traditional, web facilitated, blended and online.

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