Blended Learning: What is it and how is it useful?

According to the authors Tomlinson and Whittaker (2013) the term "Blended learning refers to a language course which combines a face-to-face classroom component with an appropriate use of technology. The term technology covers a wide range of recent technologies, such as the Internet, CD-ROMs and interactive whiteboards."  The adoption of blended learning came to represent the inclusion of computer technology providing online and offline activities and materials instead of seeing this as a new approach to teaching and learning.

Traditionally, face to face teaching has been seen as the only way a teacher had to transmit knowledge to their students. And although it is true that nothing can replace the guidance and emotional support a teacher provides, when face-to-face learning is rightly combined with online learning the outcome is always beneficial to the students.
We cannot deny the importance that our students belong to the new digital era. As Digital Natives (Prensky, 2001) they will always find lessons that integrate technology as interesting ones and this combination with the traditional methods can enhance the way in which they work in and outside the classroom. 


The benefits of using blended learning

First of all, one of the most important benefits blended learning provides is the convenience that students can study when they want and at the speed they want. Regarding the academic sector Osguthorpe and Graham (2003) identified six suggested reasons to apply Blended Learning: pedagogical richness; access to knowledge; social interaction; personal agency (learner's control and choice); cost effectiveness;  and ease of revision. Later on, these same authors narrow the list down to the following three: improved pedagogy; increased access/flexibility; and increased cost effectiveness.
In addition to these reasons Hockly (2011) provides three additional ones:

• Learner's expectations - learners nowadays expect technology to be integrated into their language classes.
• Flexibility - learners expect to be able to fit learning into their busy lives.
• Ministry of education - in some contexts teachers are expected to offer blended learning options.

In order to conclude this post we can say the real challenge in this model is trying to make the most of it in order to avoid only using technology alone. 

"The real importance and significance in blended learning lies in its potential. If we (...) focus on the process, blended learning represents a real opportunity to create learning experiences that can provide the right learning at the right time and in the right place for each and every individual, (...). It can be truly universal, crossing global boundaries and bringing groups of learners together through different cultures and time zones." (Thorne, 2003)

Blended Learning has been proven to have the potentiality to increase students learning outcomes while lowering attrition rates when compared to equivalent fully only courses. Having said that, there is no reason why teachers should not consider to include this approach as a way of enhancing their lessons and cater to every learning style.

For further information about Blended  Learning you can watch the following video

References:

Itslearning Global. (2013). "Blended learning in 2 minutes and 38 seconds". Retrieved from: https://www.youtube.com/watch?v=Q5txJfv2q0c&feature=youtu.be Last access November 5th

Partarrieu, S. (2015). "Why we still need face-to-face teaching in the digital era". Retrieved from https://www.britishcouncil.org/voices-magazine/why-we-still-need-face-face-teaching-digital-age Last access November 6th

Thorne, K.  (2003). "Blended Learning: How to Integrate Online and Traditional Learning." Great Britain: Kogan Page Limited

Tomlinson, B. and Whittaker, C. (2013). "Blended Learning in English Language Teaching: Course Design and Implementation". London: British Council