Blended language learning: An effective solution but not without its challenges
The study discussed in this investigation is part of a larger collaborative initiative between Laureate Education and Cambridge University Press (LEP-CUP collaboration). This second phase of the research, completed in 2013, aimed to further explore the conclusions from phase 1 and set out to identif...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
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Laureate Education Inc
2014-09-01
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| Series: | Higher Learning Research Communications |
| Subjects: | |
| Online Access: | http://hlrcjournal.com/index.php/HLRC/article/view/213 |
| _version_ | 1828411630127415296 |
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| author | Christopher Johnson Debra Marsh |
| author_facet | Christopher Johnson Debra Marsh |
| author_sort | Christopher Johnson |
| collection | DOAJ |
| description | The study discussed in this investigation is part of a larger collaborative initiative between Laureate Education and Cambridge University Press (LEP-CUP collaboration). This second phase of the research, completed in 2013, aimed to further explore the conclusions from phase 1 and set out to identify effective and appropriate best practice blended learning models within the network. A study was set up with 36 teachers, all experienced ELT teachers with differing levels of experience in blended language teaching, who took part in extended focus groups discussions sessions prompted by a series of questions. Responses from these groups of teachers indicated that a flipped classroom model is beginning to develop. The authors of this study found evidence of changing approaches to language teaching, changes that are not without their challenges, but for a number of the teachers who participated in this research sample these changes are bringing considerable benefit to their teaching experience. This study offered teachers another opportunity to become change managers for students who need to acquire the autonomous, life-long learning skills of the 21st as they transition into professional life. The scope of this study cannot address and solve all of the issues involved in this process, but it provides a step towards that end.
DOI: 10.18870/hlrc.v4i3.213 |
| first_indexed | 2024-12-10T12:32:54Z |
| format | Article |
| id | doaj.art-181b5f0f3bea4cf28fadc84a6e10ff71 |
| institution | Directory Open Access Journal |
| issn | 2157-6254 |
| language | English |
| last_indexed | 2024-12-10T12:32:54Z |
| publishDate | 2014-09-01 |
| publisher | Laureate Education Inc |
| record_format | Article |
| series | Higher Learning Research Communications |
| spelling | doaj.art-181b5f0f3bea4cf28fadc84a6e10ff712022-12-22T01:48:44ZengLaureate Education IncHigher Learning Research Communications2157-62542014-09-014310.18870/hlrc.v4i3.213213Blended language learning: An effective solution but not without its challengesChristopher Johnson0Debra Marsh1Laureate Languages Laureate International UniversitiesCambridge University PressThe study discussed in this investigation is part of a larger collaborative initiative between Laureate Education and Cambridge University Press (LEP-CUP collaboration). This second phase of the research, completed in 2013, aimed to further explore the conclusions from phase 1 and set out to identify effective and appropriate best practice blended learning models within the network. A study was set up with 36 teachers, all experienced ELT teachers with differing levels of experience in blended language teaching, who took part in extended focus groups discussions sessions prompted by a series of questions. Responses from these groups of teachers indicated that a flipped classroom model is beginning to develop. The authors of this study found evidence of changing approaches to language teaching, changes that are not without their challenges, but for a number of the teachers who participated in this research sample these changes are bringing considerable benefit to their teaching experience. This study offered teachers another opportunity to become change managers for students who need to acquire the autonomous, life-long learning skills of the 21st as they transition into professional life. The scope of this study cannot address and solve all of the issues involved in this process, but it provides a step towards that end. DOI: 10.18870/hlrc.v4i3.213http://hlrcjournal.com/index.php/HLRC/article/view/213Blended teachingblended learningEFL instructionEnglish learningflipped classroomstudent efficacy |
| spellingShingle | Christopher Johnson Debra Marsh Blended language learning: An effective solution but not without its challenges Higher Learning Research Communications Blended teaching blended learning EFL instruction English learning flipped classroom student efficacy |
| title | Blended language learning: An effective solution but not without its challenges |
| title_full | Blended language learning: An effective solution but not without its challenges |
| title_fullStr | Blended language learning: An effective solution but not without its challenges |
| title_full_unstemmed | Blended language learning: An effective solution but not without its challenges |
| title_short | Blended language learning: An effective solution but not without its challenges |
| title_sort | blended language learning an effective solution but not without its challenges |
| topic | Blended teaching blended learning EFL instruction English learning flipped classroom student efficacy |
| url | http://hlrcjournal.com/index.php/HLRC/article/view/213 |
| work_keys_str_mv | AT christopherjohnson blendedlanguagelearninganeffectivesolutionbutnotwithoutitschallenges AT debramarsh blendedlanguagelearninganeffectivesolutionbutnotwithoutitschallenges |