Post on 15-Jul-2015
Blended Learning: What Does Research Say?
Agnieszka Palalas, Ed.D.
TESOL International Convention & English Language ExpoToronto, 25-28 March, 2015
Blended Learning Defined
“…the thoughtful fusion of face-to-face and online learning experiences”
(Garrison & Vaughan, 2008, p.5)
Thoughtful:• Linked to reinforce each other and create a unified course• Cohesive and meaningful• Built into the curriculum• Interplay of learning theories and models• Supported with a mesh-up of tools
Blended Learning RE-Defined 1 of 4
Recent perspectives - Tools
• relatively new tool , where most professors use Blackboard and Moodle to access video of lectures , tracking assignments , interact with professors and peers, and review other supporting materials
( TeachThought, 2014 )
Blended Learning RE-Defined 2 of 4
Recent perspectives – Location/Time + Delivery + Pedagogy
• leverage the Internet to afford students personalized learning experience
• increased student control over time, place, path, and/or pace
• at least in part in a supervised brick-and-mortar location
• the modalities along each student’s learning path within a course or subject are connected to provide an integrated learning experience
(Clayton Christensen Institute, 2014 )
Blended Learning RE-Defined 3 of 4
Recent perspectives in Language Teaching & Learning
• “in ELT ‘blended learning’ is the term most commonly used to refer to any combination of face-to-face teaching with computer technology (online and offline activities/materials)” (Tomlinson & Whittaker, 2013, p.12 )
• blended language learning (BLL) – combines f2f & CALL; e.g., independent self-study + CD-ROM, and f2f classroom (Stracke, 2007)
• “a language course which combines a face-to-face (F2F) classroom component with an appropriate use of technology. The term technology covers a wide range of recent technologies, such as the Internet, CD-ROMs and interactive whiteboards” (Sharma & Barrett, 2007, p.7)
Blended Learning RE-Defined 4 of 4
Purposeful MIX of:• Location & time (contexts)• Delivery methods• Pedagogical approaches• Tools > Materials > Artifacts• Roles of learners & teachers• Formal & informal learning
Blended learning is a purposeful mix of learning theories and models that use more than one delivery method and tool to accomplish the intended learning outcomes while ensuring an engaging learning experience. (Palalas, 2015 )
Blended Learning RE-Defined: Summary
• Focus shifts from delivery method to learning objectives• Mobile, social media and digital technology tools the new catalyst
= enabler• Innovative pedagogical approaches• Recognition of informal learning• New stakeholders and roles
>>> transformational redesign of teaching and learning
Benefits of Blending - Students
• Can result in significantly better learning than in a traditional classroom (Glazer, 2011)
• Maximized learning, learning-centered
• Engagement
• Reduced “seat-time”
• Creating time for students
• Personalized learning
• Self-regulated & socially-shared
• Developing skills at own pace
• Differentiated learning
• Focus on those who need teacher-led intervention
• Enhanced communication via multiple channels
• Flexibility• Increased access• Social interaction• Sense of community• 21st century skills• Interactive, social & in the “Cloud”• Mobile• Active learning• Collaboration• Situated learning
Benefits of Blending - Institution
• Innovative course design focusing on higher order learning
• Increase in structured out-of-class learning activities
• Provision of learning that goes beyond the school walls
• More students served at a lower cost per student
• The number of in-person classes decreased
• Ability to stretch resources and space
• Ongoing faculty PD
• Broader reach (global)
• Narrowing the digital divide
• Support course/program management
What Is the Right Blend?
DELIVERY METHOD:• Online + F2F classroom• Online + F2F classroom + Mobile • Online + Mobile
PEDAGOGY: • Flipped classroom• Formal + informal learning• Self-paced + structured • Multiple modalities • Mash-up of learning/teaching
approaches
What Are the Ingredients?
PEDAGOGY:
• Situated learning• Role plays• Story telling• Group discussion• Self-assessment• Recorded lectures• eBook co-creation• Individual student-generated artifacts
• Collaborative language artifacts• Multi-media presentation• Student recorded podcasts• Spaced repetition• Gamification
• CALL• MALL
What Are the Ingredients?
PLATFORMS & TOOLS:
• Discussion forums• DVD’s• Youtube• MOOC’s• Blogs• Wikis• Webquests• Field trips• Social media
• Digital storytelling tools• ePortfolios• Mobile apps• Simulations• Mind tools• Edu-games• Flash cards
What Are the Ingredients?
PLATFORMS & TOOLS:
• Discussion forums• DVD’s• Youtube• MOOC’s• Blogs• Wikis• Webquests• Field trips• Social media
• Digital storytelling tools• ePortfolios• Mobile apps• Simulations• Mind tools• Edu-games
Teacher’s Role?• Provide expert guidance and expertise
• Facilitate learning process and content selection
• Evaluate/assess and provide feedback
• Facilitate tool selection
• Provide tech support
• Promote collaboration and participation
• Enhance motivation and engagement
• Ensure teaching and social presence
• Promote cognitive presence
Best Practices for Blending (ELL) 1 of 2
• Maximise students exposure to English
• Explore various academic genres & opportunities for individual students to focus on genres relevant to them
• Increase student affective and cognitive involvement by providing choices of texts and tasks
• Provide opportunities for students to make discoveries on features and functions of English
• Maximize opportunities to communicate in English
Best Practices for Blending (ELL) 2 of 2
• Provide opportunities for students to seek ongoing feedback from peers and teachers on their communicative performance
• Provide opportunities for teachers to monitor the progress of students in ways which enable them to provide constructive criticism and responsive teaching when needed
(Tomlinson & Whittaker, 2013, p.12 )
What Are the Risks?
• Wrong ingredients• Wrong tools• No strategy• No skills• No resources
What Is the Right Technology?
Mobile• Personal, private and familiar
• Portable and flexible (fits into the lives of learners )
• Always‐on
• Just-in-time and on-demand
• Gateway to the network of learners and experts
• Interaction with context and real-life hands-on practice mediated by experts
• Access to resources and people
Mobile Tool Benefits
• Tool for student-generated artifacts • Accessibility for learners with special needs• Offers choice
• Powerful pocket computer
• Multimedia toolkit
• Connection to the network
(Palalas, 2013)
Blending Mobile Spaces
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Mobile-Assisted Language Learning
• Portable computing capabilities + multimedia + access to experts, peers, L2
speakers & resources
• Student-centered
• Contextual, situated
• Authentic (real-life or simulated)
• Collaborative, connected
• Personalized
• Active & meaningful
• Engaging & empowering
• Spaced & chunked up
Built-in Tools (Hardware & Software)
Audio and video player • podcasts
• audiobooks
• YouTube
Voice recorder• record and share
• record > replay > rehearse
• create mini-stories
• record > feedback
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Camera – photo and video capture communicative situations
record speech sample for evaluation
be creative, e.g., role-play, stand-up
comedy
Apps • task focused
• social networking tools
• OS tools
• …
Blended Learning: Podcasts for Taxi Drivers
(Kern, 2013)
MALL Tasks
• Interconnected
• Authentic communication challenges
• Co-learning: collaborative and individual
• Expert guidance
• Interaction: peers, L1 speakers, language experts
• Co-created multimedia artifacts
• Peer evaluation
• Evolving learning resource
• Aural focus but integrated all four language skills
Re-
• Replay/re-listen
• Record
• Rehearse
• Repeat
• Redo
• Remember
• Reflect
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Co-
• Communicate
• Collaborate
• Connect
• Create & co-create
• Construct
• Contextualize
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Minimal Pairs App• Practice pronunciation on the go
• Combine with in-class practice
• iPhone
• Android
Mobile Learning Example
Thank you!Dr. Agnieszka (Aga) PalalasAthabasca University
http://mobilearninginc.com/http://epluslearning.com/LinkedIn: http://www.linkedin.com/in/apalalasPresentations: http://www.slideshare.net/agaizaPublications: http://athabascau.academia.edu/apalalas
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References
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Clayton Christensen Institute. (2014) Retrieved from http://www.christenseninstitute.org/key-concepts/blended-learning-2/
Garrison, D., & Vaughan, N. (2008). Blended learning in higher education. San Francisco, CA: Jossey-Bass.Glazer, F. (2011). New pedagogies and practices for teaching in higher education. Blended learning: Across the disciplines, across the academy. Sterling, VA: Stylus.
Kern, N. (2013). Blended learning: Podcasts for taxi drivers. Blended Learning in English Language Teaching: Course Design and Implementation, 131.
Palalas, A. (2013). Blended Mobile Learning: Expanding Learning Spaces with Mobile Technologies. In Tsinakos, A, and Ally, M. (Eds.) Global Mobile Learning Implementations and Trends. pp. 86-104
Palalas, A. (2012). Design guidelines for a Mobile-Enabled Language Learning system supporting the development of ESP listening skills (Doctoral dissertation, Athabasca University). Retrieved from http://hdl.handle.net/10791/17
Palalas, A., & Hoven, D. (2013). Implications of using DBR to investigate the iterative design of a mobile-enabled language learning system. CALICO.
Sharma, P., & Barrett, B. (2007). Blended learning. Oxford: Macmillan.
Stracke, E (2007) A road to understanding: A qualitative study into why learners drop out of a blended language learning (BLL) environment. ReCALL 19/1: 57–78.
TeachThought (2014). Retrieved from http://www.teachthought.com/blended-learning-2/the-definition-of-blended-learning/
Tomlinson, B., & Whittaker, C. (Eds.). (2013). Blended Learning in English Language Teaching: Course Design and Implementation. British Council.