Basic concepts of ICT

Sharma and Barrett (2007) indicate that the term blended learning originated in the business world with regard to corporate training then was used in higher education (MacDonald, 2006) and finally it emerged in language teaching and learning. Blended learning refers to events that combine aspects of online and face-to-face instruction (Rooney, 2003). As referred by the University of Western Sydney (2013), blended learning can enhance access and flexibility for learners, increase level of active learning, and reach better student experiences and outcomes. For teachers, blended learning can improve teaching and class management practices. A blended experience might include:

• face-to-face and online learning activities and formats

• traditional timetabled classes with different modes, such as weekend, intensive, external, trimester

• well established technologies such as lecture capture, and/or with social media and emerging technologies

• simulations, group activities, site-based learning, practicals

Graham (2004) believes a course designer should consider prior to designing a blended learning course the following:

1. The role of live interaction. How crucial is the face-to-face component of the course? Undoubtedly, in ELT it would seem fair to say students place a great deal of emphasis on this element of the course and that it is vital.

2. The role of learner choice and self-regulation. How much guidance should the students be given when it comes to choosing the type of blended learning course they participate in, regarding university courses?

3. Models for support and training. How to support and train both instructors and students in a blended learning environment as well as providing technological support.

4. Finding balance between innovation and production and how to do so in an inexpensive way.

5. Cultural adaptation. Should the materials be adapted to suit local audiences?

6. Dealing with the digital divide. Can affordable blended learning models be developed to accommodate those at the bottom of the socioeconomic spectrum?

Sharma (2007) recommends for blended learning to be effective the two component parts should be integrated with the technology complementing and not replacing the efforts of the teacher.

 

UNESCO (2013) believes that mobile technologies can expand and enrich educational opportunities for learners in diverse settings. Today, a growing body of evidence suggests that ubiquitous mobile devices, especially mobile phones and, more recently, tablet computers, are being used by learners and educators around the world to access information, streamline administration and facilitate learning in new and innovative ways

BYOD is an approach in which students and teachers bring their smartphones, tablets, and other mobile devices into the learning environment. The BYOD movement is driven by the increasing numbers of students and teachers who own mobile devices and the opportunity that this creates both to provide innovative blended learning and mLearning, and to support the student experience in the classroom.