What is blended learning? 

What is blended learning and how do we decide what the right blend is for our course design? Masie (2002) suggests that blended learning, in general, is a mix of two or more different methods of teaching, and he suggests that we, as a species, are blended learners by nature. In an ELT teacher development session I gave in Budapest several years ago, participants named over 30 different methods that they used including frontal teaching, collaborative project work, pair work, storytelling, use of audio CDs, use of computer software, Internet-based activities and class discussions.

Blended Learning and ELT 

So if blended learning isn’t new, what’s all the hype? And how does it relate to ELT? First of all, ELT is often cited as the “beta-site” of best practice in blended learning. English as a foreign language holds a unique place. English is a container; we can put whatever content we want into it when we teach. We have the freedom to choose the topics and themes we want to focus on. Learning English demands practice and production of various skills and the use of diverse strategies.

So when we begin designing a course, we have to solve a three-dimensional planning puzzle: which topics and themes are we going to use to teach which language skills, functions and structures, and which delivery channels are the most appropriate to use for them?

Choosing Appropriate Delivery Channels 

Good pedagogy should inform our choice of appropriate delivery channels. When teaching writing, for example, we know that at all levels, provision of feedback is paramount. If, for example, we are designing an online, self-access course, where learners are given computer feedback but there are no teachers available, it is very difficult to teach anything but the most rudimentary of writing skills. On the other hand, we know that learners need ample listening practice, so why not plan to use podcasts that could easily be downloaded to MP3 players? Social interaction is one important reason for learning a language. Face-to-face interaction in the classroom allows learners to take advantage of secondary cues such as gestures and lip patterns, in addition to allowing for natural negotiation of meaning. While the computer does enable audio chats, these aspects of social interaction are lost.

Bend That Blend!

We have an abundance of tools in our pedagogical toolbox today. Choosing the right tool for specific skills and strategies, while keeping in mind the audience for whom we are designing our course, will enable us to bend the blend successfully, creating the perfect mosaic for learning.