MOOCs

5

Blendedlearning

Fact — and Blended Learning can increase learning outcome,learning satisfaction, and teaching effectiveness

In the student’s language learning process the learner acquiresteacher’s assistant in correcting mistakes, clarifying competenceand customized care. Blended learning enhances maximum effectiveutilization of classroom time as more student-teacher andstudent-student interactions outside classrooms are encouragedleading to increased learning outcomes (Senior, 2010:Whyte,2011: Johnson, 2014)). Blending learning leads to improvedteaching effectiveness teachers engage actively with studentsthrough online platforms by offering tutoring, managing and coachinglessons thereby improving language learning outcomes (Richards,2010). Student satisfaction is enhanced by blended learning asBL creates more enjoyable and interactive learning than traditionallearning environments. The results of increased learningparticipation and interaction leads to teaching effectiveness aslearning outcomes on language learning improves (Nakazawa, 2009).

Future studies on blended instruction

Future studies should focus on how blending learning can be appliedin academic program design and modification (Genc Ilter, 2009).Similarly, future studies may wish to focus on new technologicalapproaches of blended learning through mobile computing technologyand adaptive learning (Koenig, 2010). Research issues such aseducation access and learning effectiveness will continue to featurein future studies as administrators seek to accommodate growingnumber of online students. More studies are required to understandfaculty funding for successful online course developmenttechnological infrastructure, instructional design and studentsupport areas (Shih, 2010). Lastly, more studies are required tounderstand how other online platforms such as social media can beused to increase learning outcomes of blended learning (Herskovits &ampNachmias, 2009).

Suggestions for adopting online education into traditionalclassroom

The future of online learning will replace traditional classroomsthrough flipped online classroom and in this way not only learnerswill receive effective learning but there will be new forms ofeducation. Learning will be in flexible clustered seating withelectronic whiteboards, multiple LCD screens and wirelesscommunication tools (Baker, 2010: Lewis, 2009: Richards, 2010). Also,cohort classrooms with portioned smaller rooms for learning willcharacterize future online classrooms (Vlachopoulos &amp Cowan,2010). Shibley, Amaral, Shank, and Shibley (2011) observe that futurelearning will offer students “more structured learningopportunities outside their class and this improves learning. (p.84).

Through modern technology of blended learning teachers will be ableto manage class time adequately and disseminate effective leaningcontent, in this way not only learners` receive effectivenessteaching also brings new form of education (Allen &amp Seaman,2014: Coghlan, 2001). Lastly, In the future, the suggestion foradopting online education into traditional classroom would beintegrating teachers’ expertise with technology and this will leadto teaching effectiveness in language teaching (Awan et al., 2010Suwantarathip &amp Wichadee, 2010).

References

Allen, E &amp Seaman, J. (2014). Grade change: Tracking onlineeducation in the United States. Needham, MA:&nbsp BabsonCollege Survey Research Group.

Allen, E &amp Seaman, J. (2012). Conflicted: Faculty and onlineeducation, 2012.&nbsp Needham, MA: Babson College SurveyResearch Group.

Awan, R.-U., Azher, M., Anwar, M. N., &amp Naz, A. (2010). Aninvestigation of foreign language classroom anxiety and itsrelationship with students` achievement. Journal of CollegeTeaching &amp Learning, 7(11), 33-40. Retrieved fromhttp://journals.cluteonline.com/index.php/TLC

Baker, C. (2010). The impact of instructor immediacy and presence foronline student affective learning, cognition, and motivation. TheJournal of Educators Online, 7(1), 1-30. Retrieved fromhttp://www.thejeo.com/Archives/Volume7Number1/BakerPaper.pdf

Coghlan, M. (2001, October). eMODERATION – Managing a newlanguage? Paper presented at the NET*Working 2001Conference – from Virtual to Reality, Brisbane, Australia.

Genc Ilter, B. (2009). Effect of technology on motivation in EFLclassrooms. Turkish Online Journal of Distance Education,10(4), 136-158. Retrieved fromhttp://tojde.anadolu.edu.tr/tojde36/index.htm

Hershkovitz, A., &amp Nachmias, R. (2009). Learning about onlinelearning processes and students` motivation through web usage mining.Interdisciplinary Journal of E-Leaning and Leaning Objects,5, 197-214. Retrieved from http://www.ijello.org

Johnson, C. P. (2014). Increasing students’ academicinvolvement: Chilean teacher engagement with learners in blendedEnglish as a foreign language courses (Doctoral dissertation).Available from ProQuest Dissertations and Theses database.(UMI No. 3601549).

Lewis, G. (2009). Bringing technology into the classroom. NewYork: Oxford University Press.

Nakazawa, K. (2009). Student engagement in online language learning:A case study examining the online delivery of tertiary languagecourses. The International Journal of Learning, 16(7),405-114. Retrieved from http://ijl.cgpublisher.com

Koenig, R. J. (2010). Faculty satisfaction with distance education: Acomparative analysis on effectiveness of undergraduate coursedelivery modes. Journal of College Teaching &amp Learning,7(2), 17-24. Retrieved fromhttp://www.cluteinstitute.com/journal-ofcollege-teaching-learning-tlc/

Richards, J. C. (2010). Competence and performance in languageteaching. RELC Journal, 41(2), 101–122.

Salcedo, C. S (2010). Comparative analysis of learning outcomes inface-to-face foreign language classes vs. language lab and online.Journal of College Teaching &amp Learning, 7(2),43-54. Retrieved from http://journals.cluteonline.com/index.php/ TLC

Vlachopoulos, P., &amp Cowan, J. (2010). Choices of approaches ine-moderation: Conclusions

from a grounded theory study. Active Learning in Higher Education,11(3), 213-224.

Whyte, S. (2011). Learning theory and technology in universityforeign language education: The case of French universities. Artsand Humanities in Higher Education, 10(2), 213-234.

Senior, R. (2010). Connectivity: A framework for understandingeffective language teaching in face-to-face and online learningcommunities. RELC Journal, 41(2), 137-147.

Shibley, I., Amaral, K. E., Shank, J. D., &amp Shibley, L. R.(2011). Designing a blended course: Using ADDIE to guideinstructional design. Journal of College Science Teaching,40(6), 80-85. Retrieved from Retrieved from ERIC database.(EJ963648).

Shih, R.-C. (2010). Blended learning using videobased blogs: Publicspeaking for English as a second language students. AustralasianJournal of Educational Technology, 26(6), 883-897.Retrieved from http://www.ascilite.org.au/ajet