Blended Learning

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A structured combination of face-to-face classroom instruction and online or digital learning, designed so that the two modes complement each other and are integrated into a coherent course. Not simply "using technology in class" — blended learning is a principled design approach where online and offline components serve distinct but connected pedagogical purposes.

Definition

Sharma and Barrett (2007, p. 7) define blended learning as "the combination of face-to-face and online learning" and argue that in ELT the term specifically refers to "a language course which combines a face-to-face classroom component with an appropriate use of technology." The key word is appropriate — technology is not added for its own sake but because it serves learning aims that face-to-face alone cannot, or vice versa.

Stracke (2007) emphasises that the blend must be perceived as coherent by learners — if online and face-to-face components feel disconnected, dropout and dissatisfaction increase.

Models of Blended Learning

Sharma and Barrett (2007) — ELT Models

Model	Description	Example
Face-to-face + online	Classroom teaching supplemented by online activities	Class meets 3x/week; online homework on a platform between sessions
Online + face-to-face	Primarily online course with periodic classroom sessions	MOOC with monthly face-to-face tutorials
Flipped Classroom	Content delivery online; classroom time for practice and interaction	Students watch grammar video at home; class time for communicative practice

Means, Toyama, Murphy, and Bakia (2013) — US Department of Education

Their meta-analysis of blended vs face-to-face vs pure online instruction found that blended learning produced stronger outcomes than either pure mode alone, with a moderate effect size advantage over face-to-face instruction. The advantage came from increased learning time and opportunities for interaction, not from technology per se.

The Flipped Classroom in ELT

The flipped model is particularly relevant to language teaching:

Online (before class): Grammar explanations, vocabulary introduction, listening/reading input, video lectures
In class: Communicative practice, speaking activities, error correction, collaborative tasks, teacher-mediated interaction

This maximises valuable face-to-face time for what only face-to-face can do well: real-time interaction, spontaneous Corrective Feedback, and genuine communicative practice.

Design Principles

Sharma and Barrett (2007) propose key principles:

Separate but integrated: Online and face-to-face components address different aims but connect thematically and linguistically
Play to strengths: Use each mode for what it does best — technology for input, practice, and feedback at the learner's pace; classroom for interaction, fluency, and spontaneous communication
Learner training: Students need to be taught how to learn online — not all learners are digitally literate or self-regulated
Simplicity: Start with one or two tools and add complexity gradually; tool overload demotivates
Assessment across modes: If online work matters, it must be acknowledged in assessment

What Each Mode Does Best

Face-to-Face	Online/Digital
Speaking practice, spontaneous interaction	Reading and listening input at own pace
Real-time error correction	Self-paced grammar/vocabulary practice with instant feedback
Group dynamics, rapport building	Spaced repetition (Anki, Quizlet)
Motivational presence of teacher and peers	Extended writing with time to draft and revise
Complex discussion and negotiation	Multimedia input (video, audio, interactive exercises)
Affective support	Progress tracking and analytics

Technology Tools for ELT Blended Learning

Purpose	Tools
Learning management	Google Classroom, Moodle, Canvas, EHStudy
Practice and drilling	Quizlet, Kahoot, Wordwall, ISLCollective
Communication	WhatsApp groups, Padlet, discussion forums
Content delivery	YouTube, Edpuzzle (interactive video), teacher-made videos
Writing	Google Docs (collaborative), Write & Improve (Cambridge)
Assessment	Google Forms, Microsoft Forms, auto-graded quizzes

Challenges

Digital divide: Not all learners have reliable internet access or devices
Self-regulation: Online components require learner autonomy that lower-level or younger learners may lack
Teacher workload: Designing and maintaining online components adds significant preparation time
Coherence: If online and classroom components feel disconnected, learners disengage from the online part
Institutional resistance: Traditional institutions may lack infrastructure or training support

Why It Matters for ELT

Maximises contact time: The most precious resource — face-to-face hours — is used for what only face-to-face can do
Extends learning beyond the classroom: Language learning requires massive exposure; 3-4 hours per week in class is not enough
Personalisation: Online tools allow learners to work at their own pace, revisit difficult content, and receive instant feedback
Post-pandemic norm: COVID-19 accelerated blended learning adoption; most institutions now expect a technology component
Data-informed teaching: Online platforms provide analytics on learner performance that inform classroom planning

Key References

Sharma, P. & Barrett, B. (2007). Blended Learning: Using Technology in and Beyond the Language Classroom. Macmillan.
Means, B., Toyama, Y., Murphy, R.F. & Bakia, M. (2013). The effectiveness of online and blended learning: A meta-analysis of the empirical literature. Teachers College Record, 115(3), 1–47.
Stracke, E. (2007). A road to understanding: A qualitative study into why learners drop out of a blended language learning environment. ReCALL, 19(1), 57–78.
Whittaker, C. (2013). Introduction. In B. Tomlinson & C. Whittaker (Eds.), Blended Learning in English Language Teaching: Course Design and Implementation. British Council.
Tomlinson, B. & Whittaker, C. (Eds.) (2013). Blended Learning in English Language Teaching. British Council.
Dudeney, G. & Hockly, N. (2007). How to Teach English with Technology. Pearson.