In the previous post from our Cambridge Papers series, we looked at how we can use adaptive technology to personalise language learning. In this article, Vanessa Pasini discusses blended learning in relation to the findings of Professor Anny King’s research paper on Blended language learning. She’ll look into its pros and cons, and suggest simple online content and tools that will help you to incorporate its principles into your own classroom.
Blended learning isn’t a new concept. It’s just a little less wordy than saying ‘make the most of classroom time by preparing and consolidating’! Blended learning describes activities that take place both inside and outside of class time. In recent years, finding the balance between in-class and out-of-class activities has been hard. Now, online content and tools make it easier to combine the two.
Challenges of blended language learning
How much learning should take place online, at home and in class? I wish I could give you an exact answer! Honestly, though, it depends on access, tech-literacy, individual motivations and personality. With that in mind, you must work out which combination best supports your students and helps them to achieve lesson aims.
The beauty of any classroom is that you can set tasks to be done at home, in preparation for the next day’s lesson. Sometimes, though, only half of the class prepare. To be honest, that’s almost worse than none of them preparing. At least with the latter, you can dedicate a bit of in-class time to preparation, without worrying whether or not you’re meeting everybody’s expectations. Always give your students at least two nights to prepare… and start small.
Why is blended learning so effective?
Blended learning creates more confident and empowered learners in an environment where students set their own pace. Speed and proficiency isn’t just a result of language level. It’s also determined by interest and engagement in the content. Blended learning also responds to individual learning styles. This is especially obvious when students have a choice between reading a transcript, listening to a text, engaging with interpersonal and communicative activities, working collaboratively, or working individually.
If students are completing listening or reading texts which support a speaking task, they have a chance to prepare their thoughts and accompanying lexis. It also means less teacher-talk time when setting up the context or topic that’s up for discussion.
The flipped classroom
It’s kind of difficult to discuss blended learning without referring to ‘flipping the classroom’. I’d go so far as to say that this is where I see the most benefit in my classes. In really basic terms, a flipped classroom is one in which a teacher says “to prepare for tomorrow’s class, please read/listen to this material tonight”. This preparation results in confident students who are ready to engage. For inspiration, websites like TED-Ed allow you to create lessons online. Textbooks are also great, because they often already provide additional online material.
Project-based learning
Working individually or collaboratively, I like to leave the focus of the essay or presentation as broad as possible. It’s surprising and really interesting to see what’s produced.
A final comment
In practical teaching terms, there are so many online resources out there and only so much time to prepare and create lesson content. It’s easy to get side-tracked, focus on technology and lose sight of learning. Blended learning doesn’t have to involve too many bells and whistles. The key is getting students to take learning beyond the classroom walls and empower them in the learning process.
Interested in the latest pedagogical and linguistic developments? Download the Blended language learning research paper and browse our latest research papers.