A Blended-learning Pedagogical hints for

Teaching and Learning EFL Successfully

Zhusupova R.F.

Khausova K.B.

A blended learning course combines online classroom instruction with an online learning component that is conducted via Blackboard and other out-of-class activities. [1,12]

It’s aims are to develop integrated linguistic skills, with an emphasis on listening comprehension and oral production and a focus on learning for authentic communication. It has been implemented through a blended learning (b-learning) strategy. In general, b-learning is defined as a combination of technology

and classroom instruction in a flexible approach to learning that recognizes the benefits of delivering some training and assessment online but also uses other modes to make up a complete training program which can improve learning outcomes and/or save costs.[2,7]

As a matter of fact, blended learning classes meet once each week for two hours in the classroom and for two hours each week online at a time of the student’s choosing. The four hours do not include the time it will take to complete class assignments listed on the course syllabus. Students must complete course assignments by the specified due dates. I think that, blended learning is for students who wish to combine face-to-face instruction with online activities such as collaborative discussions, group projects, or other assignments. Successful blended learning students are:

• interested in active and participatory learning-both in the classroom and online;
• comfortable with using the computer, the Internet, and Blackboard;
• organized and good at time management;
• strong writers, critical thinkers, and communicators;
• willing to dedicate quality time to the online component of the class.

Blended learning students should expect to spend between 2-3 additional hours online throughout the week. This time does not include regular coursework such as reading, writing, and studying.

Blended learning courses provide more flexibility in when you attend class than traditional on-site courses, but they require just as much dedication and focus on the learning process. The reward for the student comes from taking a more active, participatory role in the learning process. By engaging and collaborating with other students and the instructor on a regular basis in the classroom and online discussions, the blended learning student becomes an active contributor to the learning process.[3,41]

For taking blended learning courses at College students need to attend the weekly class session in person.

1. Arriving on time, being prepared, and staying for the entire class session is imperative for the successful completion of the course.

2. Students need to log into their Blackboard course on a regular basis to contribute to discussions and other online activities, not just at regularly scheduled class times.

3. Students need to own or have access to a computer on a regular basis.

4. Students must have access to the Internet with sufficient bandwidth to handle large files and videos.

5. Students’ computers must have standard software packages such as Microsoft Office, an appropriate browser, access to the web, and appropriate levels of virus protection software.

Tips for success in blended learning

• Get organized: Make time for learning and participating with your professor and your classmates. Keep track of deadlines, and give yourself plenty of time to complete assignments. Check online discussions on a regular basis and give yourself extra time to handle any technology related problems.
• Prioritize your work: Organize your learning and your assignments and determine the order in which you need to tackle them. Utilize a calendar to map out your study plan.
• Log in regularly: Check your school email and Blackboard daily. There may be new class announcements, responses to questions, new learning units, assignments, and new discussion postings by the professor and your classmates. Active participation in learning activities is critical for your learning success.
• Do not fall behind: It is dangerous (and may waste your money) to wait until the last minute to complete your assignments, to skip one learning unit, or to miss an on-site class. You will find yourself struggling to catch up and becoming de-motivated and pressured as a result.
• Participate, participate, and participate: A lot of learning is realized through the classroom and online interactions. Participation reveals new ideas and thoughts and develops your critical thinking skills.
• Be comfortable with technology: Ensure that you have access to the Internet and Blackboard and that you are comfortable with using the required software technologies.[4,8]

The skills you build and use in blended learning – organization, time management, and problem solving – are life skills that will benefit you in your study at College, in your work, and in your personal life. [5,33]The results of the study provided valuable and detailed information about how different teachers and students experienced teaching and learning in a blended learning environment. Technical and pedagogical support staff can learn what support to provide and how to provide it; teachers can learn what to expect and how to make the process of adopting blended learning as effective and easy as possible; and finally, teachers can learn how to prepare their students to benefit the most from learning in a blended learning environment.

Bibliogrаphy

1. Sharma P., Barrett B., Blended Learning: Using technology in and beyond the language classroom, 2007, p.12.

2. Graham, C., Blended learning systems. Definitions, current trends and future directions. In C. Bonk & C. Graham (Eds.), The handbook of blended learning: Global perspectives, local designs. San Francisco: John Wiley and Sons, 2006, p.7.

3. Garrison, R., & Vaughan, H., Blended learning in higher education: Framework, principles and guidelines. San Francisco: Jossey-Bass, 2008, p.41.

4. Driscoll M., Blended Learning: Let’s get beyond the Hype, 2006, p.8.

5. Alvarez S., Blended learning solutions. In B. Hoffman (Ed.), Encyclopedia of Educational Technology. Retrieved October 10, 2005, p.33.