Category: Ongoing Issues

Blended Language Learning: An Effective Solution but not Without Its Challenges

Christopher P. Johnson, D. M. (2014). Blended Language Learning: An Effective Solution but not Without Its Challenges. Higher Learning Research Communications, 4(3), 23–41.

This study explores conclusions from its first phase and identifies effective and appropriate best practice blended learning models. The study reflects changes in demands on and attitudes of students and teachers resulting from the introduction of technology into instructional styles, methodologies, and approaches. Some of the teachers in the study have become confident that the technology is not meant to replace them in the classroom and have begun to see it as a support for them. There is an emphasis on making the best use of classroom time, rather than trying to teach all requirements of courses in the classroom. The study also looks at the personal capacity required for students to take on a more autonomous role in a blended environment and discusses the importance of motivation, confidence and active participation. The authors state that the time and effort that university students spend gaining skills in EFL have critical impact on their success in learning the language. The same seems to be true for adult immigrants in settlement language programs.
Retrievable From:

http://www.hlrcjournal.com/index.php/HLRC/article/viewFile/213/181

An absolutely riveting online course: Nine principles for excellence in web-based teaching.

Henry, J. M. (2008). An absolutely riveting online course: Nine principles for excellence in web-based teaching. Canadian Journal of Learning and Technology, 34(1).

Although this article was written in 2008, it addresses some realistic, longstanding and important issues in adult learning programs that incorporate technology. The authors answer the question, “What would you do if I asked you to develop an absolutely riveting online course?”. They cover excellence in creating and delivering online courses; they include information to ensure sound pedagogy, create an effective and engaging learning environment, generate meaningful learning experiences and promote high student satisfaction. One of the key ideas they put forward is that technology should not stand in the way of the student’s focus on the course itself. They present interesting examples of how things sometimes go wrong and how to take advantage of what the online world has to offer. They make suggestions about the kinds of supports students will need to be successful in a program that is partly online.

Retrievable From: https://journals.library.ualberta.ca/cjlt/index.php/cjlt/article/view/26431/19613

Web 2.0 and Second Language Learning: What Does the Research Tell Us?

Wang, S., & Vasquez, C. (2012). Web 2.0 and Second Language Learning: What Does the Research Tell Us? CALICO Journal, 29(3), 412–430.

The authors found that much research on Web 2.0 technology and language learning is not clearly grounded in theory and that a number of studies suffer from a set of common methodological limitations. The analysis in the review focuses on 29 empirical studies from 2005-2010. The authors also cite previous reviews of research in earlier periods from 1990-2005. The authors have aimed to include all of the recent relevant literature on using Web 2.0 technologies in L2 learning. The study points to the need for well-constructed empirical research projects.  Among others, their suggestions include projects that don’t look only at technologies, but also at students’ progress and specific language learning outcomes. They also suggest the need for research on how proficiency and/or intercultural competence are affected by using Web 2.0 tools.

Retrievable from:

http://www.camillavasquez.com/pdf/WangVasquez_Web2_CALICO.pdf

Blending technologies in ESL courses: A reflexive enquiry.

Gruba, P., Cameron, C., Ng, K. & Wells, M. (2009). Blending technologies in ESL courses: A reflexive enquiry. Presented at the ascilite Conference, Auckland, NZ.

In this presentation from the 2009 ascilite Conference in Auckland NZ, a group of researchers describe their learning as a self-directed “community of innovation” after creating a series of podcasts as a springboard for an action research study to look at issues related to integrating technology in variety of types of ESL classes. The study highlights some of the barriers to integration that have been identified elsewhere:  time, need for professional development and IT support.

Retrievable From:

http://www.ascilite.org/conferences/auckland09/procs/gruba.pdf

 

CALL—Past, Present and Future.

Bax, S. (2003). CALL—Past, Present and Future. System, 31, 13–28.

This widely-cited article looks at different ways of recording the history of Computer-assisted language learning (CALL), but at the same time explores an ultimate goal for the place of technology in language classrooms. Bax begins by asking where CALL has been, where it is in 2003 and where it is going. In the section of the article about the future of CALL, the author argues that if language programs are to benefit fully from the potential which computers and computer technologies offer, there needs to be a move towards what he calls “normalisation”, which is the situation when these technologies are used daily and as naturally as other resources in the classroom – they are integrated into learning and they are secondary to learning itself. Instructors and managers will be interested in the list of different stages on the road to normalisation. These have been identified in diffusion of innovations research. Many of the suggestions about what is needed to achieve normalisation, e.g., better software, more action research and especially the size, shape and position of the classroom computer are still relevant today.

Cost: USD $19.95

Retrievable From:

http://www.sciencedirect.com/science/article/pii/S0346251X02000714

 

Spotlight on Blended Language Learning: A Frontier Beyond Learner Autonomy and Computer-assisted Language Learning.

Stracke, E. (2007a). Spotlight on Blended Language Learning:  A Frontier Beyond Learner Autonomy and Computer-assisted Language Learning. In Proceedings of the Independent Learning Association 2. Presented at the Independent Learning Centre. : Exploring theory, enhancing practice Japan.

In this conference paper, the author identifies some key elements to consider in the development of successful blended learning initiatives. The identification of these elements is based on an empirical study of blended learning, defined as teaching and learning environments in which technology plays a role, in EFL programs. The author emphasizes the critical importance of allowing sufficient time for instructors and students to adapt to the blended learning environment, the need for technical support, the key role of a sense of community, the importance of the development of high-quality materials as well as potentially disruptive changes of roles. Finally the author argues for further research into the potential of blended learning as a useful means to integrate technology and independent learning in second language teaching and learning.

Retrievable From: http://www.independentlearning.org/uploads/100836/ILA2007_036.pdf

Distance Education and E-Learning: New Options for Adult Basic and English Language Education

Imel, S., & Jacobson, E. (2006). Distance Education and E-Learning: New Options for Adult Basic and English Language Education. California. Department of Education.

A review of Distance Education and E-Learning programs and initiatives in the United States for Adult Basic Education (ABE) and ESL Students. The review cites research on the factors that contribute to successful delivery of Distance Education and E-Learning, and research on the characteristics of successful online students. The review also provides a set of recommendations for successful Distance Education and E-Learning, including screening students to ensure learner capacity and provision of orientation to ensure that students can function in the online environment. They stress the importance of beginning with face-to-face instruction, providing support for students to develop skills in self-direction, maintaining frequent communication, providing technical support, developing learner cohorts and delivering professional development.

Retrievable From:http://www.calpro-online.org/documents/100924DistanceEducationProof.pdf

Defining Blended Learning

Friesen, N. (2012, August). Defining Blended Learning. Learningspaces.org. Blog.

The author provides a history of the changing meaning of the term “blended learning” along with the ambiguity of its meaning until the publication of Bonk’s (2006) Handbook of Blended Learning. He also puts forward a number of blended learning models and creates a decision tree to determine if a given course is blended or not. The report would be interesting to anyone exploring the components that could be involved in implementing a course in blended learning.

Retrievable From: http://learningspaces.org/papers/Defining_Blended_Learning_NF.pdf

LINC and CLIC: Looking Back, Looking Forward

Singh, D., & Blakely, G. (2012). LINC and CLIC: Looking Back, Looking Forward. INSCAN Special Issue on Settlement Language Training, (Spring), 7–11.

Retrievable From: http://torontonorthlip.ca/sites/torontonorthlip.ca/files/v24_se.pdf

This article provides a very useful overview of the history and development of language training in Canada since the inception of federally funded Language Instruction for Newcomers to Canada (LINC) and Cours de langue pour les immigrants au Canada (CLIC) in 1992. The article also addresses the increasingly important role of learning technologies in language training and the opportunities for extending the reach of programming through the use of online and blended learning to maximize the effectiveness and cost-effectiveness of language training across the country.