BlendedLanguageLearning

There are advantages in both facetoface and online learning environments.Thispaperadvocatesanapproachtothedesignof English language learning which blends the two methodologies. The authors recommend methods which concentrate on the nature of teacher guidance, the way learning experiences are designed and the use of problembased learning to enhance learnerinvolvement.

ChrisCheers Formerlyof theTeaching&LearningCentre, NgeeAnnPolytechnic.Singapore Chris was the founding editorofLearnersTogether.

DrPhillipTowndrow isanAssistantProfessorwiththe NationalInstituteofEducation,NanyangTechnologicalUniversity. Thispaperfirstpublished: September2002

Keywords elearning,blendedlearning,languagelearning,on linelearning,activitydesign, GlossaryofAcronyms ICTInformation andcommunicationtechnologies PBLProblembasedlearning

20002006LearnersTogether,NgeeAnnPolytechnic,Singapore

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seducators,wehavealwaystaughtinarangeofenvironments, usingarangeoftoolsandmedia.

We work with our students in classrooms, laboratories,workshopsandinthefield.Eachof these places has its own procedures, practices, strengths and weaknesses. Information and communications technologies (ICT) have provideduswithanadditionalplacetoteachand learntheelearningenvironment.Elearningis but another extension of what we have always doneasteachersanditcanprovideuswithvery valuabletoolsandopportunitiesforteachingand learningtooccur.

Weneedtobeaware
offactorsthatcan obstructsuccessful practiceonline.

However,whennovicesmoveintounfamiliarlearningcontexts,ittakes time for them to discover new operating procedures and adopt appropriate modes of behaviour for a new learning environment (Salmon, 2001). Ultimately, the level of development of online communication skills and strategies influences the ability of both educatorsandstudentstoachievelearningoutcomeseffectively. In order to understand fully the potential of ICT in English language learning,weneedto: Be aware of factors that can hinder and obstruct successful practiceonline, Recognise that the nature of teacher guidance online is criticaltothesuccessofactivities, Make sure that the tasks and / or activities are well planned, interestingandassessedappropriately, Provide online learners with exposure to a wide range of experiences, opportunities for reflection, peerteaching and studenttostudentinteraction. A blended approach allows us to focus all modes of communication ontothecompletionofalearningtask.

SuccessfulEnglishlanguagelearningonline
In order to get the most out of ICT, we need to do more than just provide additional opportunities for 'language practice'. This is particularlytrueinacontextwherecommunicationcanbedefinedasa ' symbolic, interpretive, transactional, contextual process in whichpeoplecreatesharedmeanings'(Lustig&Koester, p.25). Alltoooften,onlinediscussionsareframedaroundthebare prompt of 'discuss this topic'. Alternatively, we need to provide learnerswithexposuretoawiderangeof opportunitiesforinteraction and reflection. For this tooccur there needs to be a clear purpose for the interactions that are envisaged. Communication is a twoway process between people that involves feedback, negotiation, and the buildingandsharingofmeanings.Ifourstudentsaregoingtodevelop

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effective communication skills suitable for their lives asprofessionals, we need to mirror this is in the educational design of our learning activities.Whenwedesigneducationalactivities,weneedtoremember that meaning and communication protocols can, and do, change with context.Onemethodthatcanprovidethescaffoldingandarichrange of opportunities for developing language and communication skills in context isProblemBasedLearning(PBL).

Effectiveonlinefacilitationforlanguagelearning
One of the essential steps to effective language learning has been to minimize 'teacher talk' in class. The purpose here is to encourage learners to use the target language at maximal levels and it applies equallywelltoonlinelearning.Todothis,theonlineteacherneedsto takeontheroleoffacilitatororcoach. As teachers, we are used to guiding students through activities in the classroom by giving explanations and providingfeedbacktostudentsthroughoutthe activities they do. However, when learners whenlearners move online, there is a tendency in some moveonline,thereis quarters for effective teacher guidance to atendencyinsome disappear.However,thisneednotbethecase. Inthefacetofaceclassroomwehaveall,both quartersforeffective teachersandstudents,overmanyyears,learnt teacherguidanceto the frameworks, the processes we work disappear through to achieve effective teaching and learning.Whenwemoveonline,we need to provide appropriate scaffolding to help theparticipants succeed. Weneedtoclearlyspellouttheobjectivesoftheactivityandmakethe processforachievingtheseobjectivesexplicit.

Activitydesign
We maintain, then, that learning needs to be situated in professional practice for optimal results to be achieved. Triggers for discussion, therefore,needtobeengagingandtasksneedtobedesignedwithclear stages to work through with deliverables required at the end of each stage.Foractivitiestomirrorrealworldworkprocesses,itisnecessary forthemtospanseverallearningsessions. When the learner plays an authentic, active role in carrying out complex tasks using ICT, we have a compelling situation for fostering language and communications skill development. PBL provides students with opportunities to grapple with realistic, illstructured problems as if they were problemsolvers in the professional realm. Thus, by designing instruction around the investigation of realworld problems,studentsarerequiredto: Analyseproblems, Brainstormideas, Identifylearningissues, Collaborateasamemberofateam,

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 Conductresearch, Peerteach, Presentfindings.

ImplementingablendedPBLapproach
There are advantages to both facetoface and onlinelearningenvironments.ButasLaurillard (1996) points out, 'A mix of teaching and learning methods will always be the most efficient way to support student learning, becauseonlythenisitpossibletoembraceallthe activities of discussion, interaction, adaptation and reflection, which are essential for academiclearning'.

Amixofteaching
andlearningmethods willalwaysbethe mostefficientwayto supportstudent learning

This is particularly so with language and communication skills development. A blended approach allows us to focus all modes of communication onto thecompletionofalearningtask.Onewaytoarrangeasequence oflearningactivitiesinblendedPBLisshowninTable1. 1.Facetoface a.Readacasestudy, b.Analyseanddefinetheproblem, c.Generatequestionsandlearningissues, d.Allocateresearchtasks. a.Conductresearch, b.Sharefindings, c.Proposeandjustifysolution(s), d.Preparetowriteareportoffindings. a.Presentationofsolution(s)withwritten report.

2.Online

3.Facetoface

Table1: AsuggestedsequenceofactivitiesforblendedProblembasedLearning.

ThefinaldecisiononthetypeofblendingusedinanEnglishlanguage lesson should be based on the nature and complexity of the activities involvedandtheirdesiredlearningoutcomes.

References
Laurillard,D.(1993). Rethinkinguniversityteaching:Aframeworkfortheeffective useofeducationaltechnology.London:Routledge. Lustig,M.and Koester,J.(1993), InterculturalCompetence:Interpersonal CommunicationAcrossCultures, NY:HarperCollins. Salmon,GEModerating:TheKeytoTeachingandLearningOnline, KoganPageLtd,London, 2001.

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