Language learning: is Blended learning best?

The term blended learning is not a new concept; it has been used for 20 years, since it was coined in the business world. Although it was first used to refer a course which allows workers continue in their workplace and study, its meaning has been constantly changing. The concept blended learning has been named in different ways over the time, such as: integrative learning, hybrid learning and multimethod learning. In 2003, the American Society for Training and Development identified blended learning as one of the top ten trends to emerge in the knowledge delivery industry, and currently this term is being used with increasing frequency in both corporate and academic circles. An evaluation of the application of blended learning in language learning is intended by this essay. Blended learning is mainly defined in three ways in the education field. The first definition indicates that blended learning is a combination of face-to-face and online teaching, this is, a teaching system which combines the traditional learning with an approach on-line based; the on-line part of the course is often delivered through learning technologies, involving a virtual learning environment and including the use of synchronous and asynchronous electronic tools. The second definition explains blended learning as a combination of media and tools employed in an e-learning environment. The third definition describes blended learning as combination of a number of pedagogic approaches, irrespective of the learning technology used. On the one hand, the main strengths of the face-to-face teaching mode are the synchronous interaction between teacher and students, individually or as a group; this allows students to receive a feedback or a correction from the teacher at the same moment, and the interaction among the students, which is very important to enhance the speaking skill as well as to creates an atmosphere of competitiveness. While its main drawbacks are the inherent inflexibility of the class hours and the expensive prices of the courses. On the other hand, the main benefits of the on-line teaching approach are the high flexibility, in time and space, to access to the material of the course, the massive amount of resources available for the students and the decreased pressure on the students to obtain an answer, which is excellent for critical thinking. While its main downsides are the distractions which involves studying on-line, the lack of encouragement to the students for doing their activities, the poor feedback that a teacher is able to give to students, the fact that an on-line course is not appropriate neither for everyone nor for all courses. The qualitative analysis of both face-to-face and on-line learning approaches shows that almost all the drawbacks of the face-to-face approach are the benefits of the on-line mode and almost all the drawbacks of the on-line approach are the benefits of the face-to-face approach. This situation basically means that, if both approaches are used in an integrated way the result will be a synergic status.

Therefore, if the approaches are used as aforesaid, it is highly likely that improved learning outcomes are achieved. It is necessary an effectiveness comparison between the blended learning and the other approaches to define which of them is the best. This exercise was done in the educational field, not for language teaching but for an undergraduate university course which is acid base physiology. The aim of the study was identify the impact of the blended Web-based learning (WBL) - problembased learning (PBL)-collaborative learning environment on student learning outcomes. The course is designed to require students to work in small collaborative groups using problem solving activities to develop topic understanding. Student test scores and satisfaction survey results from a blended WBL-PBL-based test group were compared with a control group whose instructional opportunities were from a traditional in-class PBL model. WBL students scored signicantly better on the nal acid-base physiology examination and expressed a positive attitude to the new learning environment in the satisfaction survey. Expressed in terms of Thus student progress in the blended WBL-PBL collaborative environment was positively affected by the use of technology. (Kukolja, et al: 2005: 3539) To conclude, the blended learning approach applied in the education field to teach languages is a concept in constant development, if it is used properly, it is likely that better learning outcomes are obtained by the students taught with this approach than if they are just taught either with the face-to-face method or with the on-line method. To maximise the benefits of the use of blended learning the course design should be based on the characteristics and the needs of the students.

Kukolja TS, Milan T, Kresimir R and Niksa P. Blending problem-based learning with Web technology positively impacts student learning outcomes in acid-base physiology. Adv Physiol Educ 29: 3539, 2005
http://0-advan.physiology.org.pugwash.lib.warwick.ac.uk/content/29/1/35.full.pdf+html