INCORPORATING BLENDED LEARNING APPROACH INTO THE INTENSIVE ENGLISH COURSE

I'Anatul Avifah

Abstract


The encompassing goal of the Intensive English Course at Universitas Billfath is to help students improve English skills so that they can pass the standardized English test. In practice, however, this expected goal could not be effectively achieved because of truancy issue and pandemic situation. In this scheme, blended learning is a thoughtful enhancement of learning experience with the incorporation of online technology which can offer flexibility of learning and social interaction to enhance learning. Moreover, as a kind of blended learning technology, a Virtual Learning Environment (VLE) can afford students with flexibility and opportunities to work collaboratively. Thus, this study is an attempt to propose an incorporation of blended learning approach into the existing classroom sessions in the Intensive English Course at Universitas Billfath. Since the proposed blended learning is a novel learning experience in this context, there may be several issues which remain significant to take into account. Further, it is also important to assess the effectiveness of the use of VLE in this blended learning design, so it warrants an evaluation to embark on the constructive review of how this kind of blend can enhance the English learning by developing its potentials and improving its imperfections.

Keywords


Blended Learning Approach; Flexibility; Collaborative Learning; VLE; Intensive English Course

Full Text:

PDF

References


Alonso, F., López, G., Manrique, D., & Viñes, J.M. (2005). An instructional model for web‐based e‐learning education with a blended learning process approach, British Journal of educational technology, 36(2), pp.217-235, https://doi.org/10.1111/j.1467-8535.2005.00454.x

Barker, J. & Gossman, P. (2013). The learning impact of a virtual learning environment: students’ views. Tacher Education Advancement Network Journal (TEAN), 5(2). pp.19-38, https://insight.cumbria.ac.uk/id/eprint/1455

Bonk, C.J., Olson, T.M., Wisher, R.A. & Orvis, K.L. (2002). Learning from focus groups: An examination of blended learning, International Journal of E-Learning & Distance Education, 17(3), pp.97-118, https://www.ijede.ca/index.php/jde/article/view/299

Brush, T., Glazewski, K., Rutowski, K., Berg, K., Stromfors, C., Hernandez Van-Nest, M., Stock, L. & Sutton, J. (2003). Integrating technology in a field-based teacher training program: The PT3@ ASU project, Educational Technology Research and Development, 51(1), pp.57-72, https://doi.org/10.1007/BF02504518

Cohen, E.G. & Lotan, R.A. (2014). Designing Groupwork: Strategies for the Heterogeneous Classroom Third Edition. Teachers College Press

Collis, B. & Moonen, J. (2001). Flexible learning: It’s not just about distance. In Collis, B. & Moonen, J. Flexible learning in a digital world: Experiences and expectations. New York: Routledge, pp. 8-28.

Collis, B. (1998). New didactics for university instruction: why and how?, Computers & Education, 31(4), pp.373-393, https://doi.org/10.1016/S0360-1315(98)00040-2

Dalziel, J. (2007). Building communities of designers, In Beetham, H. & Sharpe, R. Rethinking pedagogy for a digital age. Oxon: Routledge, pp. 193-206.

Dörnyei, Z. (2001). Motivational Strategies in the Language Classroom. Cambridge: Cambridge University Press.

Dörnyei, Z. (2002). The motivational basis of language learning tasks, In Robinson, P. Individual differences and instructed language learning, Amsterdam: John Benjamin Publishing. pp.137-158.

Ellis, R. (2003). Task-based language learning and teaching. Oxford: Oxford University Press.

Emelyanova, N. & Voronina, E. (2014). Introducing a learning management system at a Russian university: Students' and teachers' perceptions, The International Review of Research in Open and Distributed Learning, 15(1), pp. 272-289, https://doi.org/10.19173/irrodl.v15i1.1701

Eydelman, N. (2013). A blended English as a Foreign Language academic writing course, In Tomlison, B. & Whittaker, C. Blended learning in English Language Teaching: Course Design and Implementation. London: British Council, pp. 43-50.

Feng Su (2019). Blended Learning Pedagogy in Higher Education. In M.A. Peters, R. Heraud (Eds.), Encyclopedia of Educational Innovation, pp.1-6, https://doi.org/10.1007/978-981-13-2262-4_19-1

Garrison, D.R. and Kanuka, H. (2004). Blended learning: uncovering its transformative potential in higher education. The internet and higher education, 7(2), pp.95-105, https://doi.org/10.1016/j.iheduc.2004.02.001

Gilbert, J. (2013). A collaborative online reading and research project, In Tomlison, B. & Whittaker, C. Blended learning in English Language Teaching: Course Design and Implementation. London: British Council, pp. 27-34.

Graham, C.R. (2006). Blended learning systems: definition, current trends, and future directions, In. Bonk, C.J. & Graham, C.R., The handbook of blended learning: Global perspectives, local designs. San Fransisco: John Wiley & Sons. pp. 3-21.

Graham, C. R., Woodfield, W., & Harrison, J. B. (2013). A framework for institutional adoption and implementation of blended learning in higher education. Internet and Higher Education, 18, pp.4–14, https://doi.org/10.1016/j.iheduc.2012.09.003

Hattie, J. & Timperley, H. (2007). The power of feedback. Review of educational research, 77(1), pp.81-112, https://doi.org/10.3102/003465430298487

Hockly, N. (2018). Blended learning. ELT Journal, 72(1), pp. 97-101, https://doi.org/10.1093/elt/ccx058

Jones, C. (2007). Designing for practice: practising design in the social science, In Beetham, H & Sharpe, R. Rethinking Pedagogy for A Digital Age. Oxon: Routledge, pp.166-179.

Jonker, H., März, V. & Voogt, J. (2020). Curriculum flexibility in a blended curriculum. Australasian Journal of Educational Technology, 36(1), pp. 68-84, https://doi.org/10.14742/ajet.4926

Lonn, S. & Teasley, S.D. (2009). Saving time or innovating practice: Investigating perceptions and uses of Learning Management Systems, Computers & Education, 53(3), pp.686-694, https://doi.org/10.1016/j.compedu.2009.04.008

Marjanovic, O., (1999). Learning and teaching in a synchronous collaborative environment, Journal of Computer Assisted Learning, 15(2), pp.129-138, https://doi.org/10.1046/j.1365-2729.1999.152085.x

Mayes, T. & De Freitas, S. (2007). Learning and e-learning: the role of theory, In Beetham, H & Sharpe, R. Rethinking Pedagogy for A Digital Age. Oxon: Routledge, pp.13-25.

Mayes, T. & De Freitas, S. (2004). Review of e-learning theories, frameworks and models. JISC e-learning models study report. JISC e-learning models study report. The Joint Information Systems Committee, London, UK.

McLoughin, C. & Lee, M.J. (2007). Social software and participatory learning: Pedagogical choices with technology affordances in the Web 2.0 era, In ICT: Providing choices for learners and learning. Proceedings ascilite Singapore 2007, pp. 664-675.

Motteram, G. & Sharma, P. (2009). Blending learning in a web 2.0 world, International Journal of Emerging Technologies and Society, 7(2), pp.83.

Pombo, L., Loureiro, M.J., & Moreira, A. (2010). Assessing collaborative work in a higher education blended learning context: strategies and students' perceptions, Educational Media International, 47(3), 217 — 229, http://dx.doi.org/10.1080/09523987.2010.518814

Ravenscroft, A. & Cook, J. (2007). New horizons in learning design, In Beetham, H & Sharpe, R. Rethinking Pedagogy for A Digital Age. Oxon: Routledge, pp.208-218.

Ross, B. & Gage, K. (2006). Global perspectives on blending learning, In Bonk, J. C. Graham, R. C.(Eds.), The handbook of blended learning, pp.155-168.

Sharma, P. (2010). Blended learning. ELT Journal, 64(4), pp. 456-45, https://doi.org/10.1093/elt/ccq043

Vygotsky, L.S. (1978). Mind in society: The development of higher mental process. Cambridge: Harvard University Press.

Weller, M. (2007). Virtual Learning Environments. New York: Routledge.

Yang, Y.T.C. Chuang, Y.C., Li, L.Y. & Tseng, S.S., (2013). A blended learning environment for individualized English listening and speaking integrating critical thinking, Computers & Education, 63, pp.285-305, https://doi.org/10.1016/j.compedu.2012.12.012




DOI: https://doi.org/10.33365/jorle.v3i2.2155

Refbacks

  • There are currently no refbacks.


Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Creative Commons License
Articles published in Journal of Research on Language Education is licensed
under a Creative Commons Attribution-ShareAlike 4.0 International License.

Copyright © 2020 Journal of Research on Language Education
English Education Study Program, Faculty of Arts and Education.
Universitas Teknokrat Indonesia

Zainal Abidin Pagaralam 9-11 Bandar Lampung, Indonesia
All rights reserved.