Edited by Brian Tomlinson and Claire Whittaker 

Blended learning is an area of ELT that continues to be of interest to practitioners in the field. 

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Despite this, little can be found in the literature on blended learning course design or detailed descriptions provided of blends used in ELT contexts. This publication, which contains twenty case studies from around the world, addresses this deficit by illustrating blends being employed on EAP, ESP, Teacher Development and general EFL courses.

It is hoped that this publication will be of interest to anyone engaged in blended learning course design in ELT and help them achieve a principled approach to design in their contexts.

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There are certainly advantages to blended-learning, and perhaps the biggest is the idea that learning can be done anytime / anywhere. On-the-move training enables students to study in cafes, trains, museums or galleries, airports, hotel foyers – the list is almost endless. Such training using mobile technologies could be in the form of interactive gap-fill type exercises, a quiz or test, or listening to podcasts or viewing vodcasts (video podcasts). But the question is that: how can we as teachers effectively control the process of learning and teaching so that it will not derail from what we plan for i.e. lesson objectives ..etc?

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