Using Blended Learning to Encourage Learner Autonomy

1. Using Blended Learningto EncourageLearner Autonomy Yamauchi, Mari Rink, M. Lori Kobe Kaisei College, JAPAN

2. Blended Learning • face-to-face (F2F) instruction combined with • computer-mediated instruction/learning • LMS (Moodle), Blog, E-mail, Materials online • Worksheet, Textbook • "an elegant solution to the challenges of tailoring learning and development to the needs of individuals." (Thorne, 2003:16)

3. Incorporating e-learning into campus-based classes • Using Moodle in … 1. TOEIC & Computer Communication • Convenience for independent learning • Adaptability for multi-level classes 2. Oral Communication • Motivating advanced learners • Learning outside of the F2F classroom

4. Using Moodle in TOEIC & Computer Communication TOEIC: English receptive skills, vocabulary & grammar Computer Communication: research & presentations using English & computers / Internet

5. Convenience for independent learning Moodle (LMS) makes it easier • to offer choices of activities & resources • to show instant feedback & learning history • for students to share with others

6. Choices of activities & resources Common tasks Basic Meet individual needs Advanced

7. Instant feedback: Quiz Encourage independent learning

8. Learning History Foster self-monitoring

9. Sharing with others: Forum Modeling & Inspiring

10. Adaptability for multi-level classes • Common learning objectives • thematized sets of vocabulary, grammar points • learning strategies, study skills • Choices of independent tasks • online quizzes, forum posts & blog posts

11. Common tasks to selective tasks Helps keep stronger students motivated Common tasks Advanced

12. Learner Characteristics Level in the Japanese education system • TOEIC: Basic Course • Computer Communication

13. Learner Characteristics I am 20 years old. My birthday is 13 February. I live in Nishinomiya city. I have a brother and a sister. I have 5 members of family. My hobby is playing golf, walk with my dog and travel. My dog's name is PORUN. She is soooooo cute!!!!!! I love her. Junior High graduate I born in summar. I best music is nothing, but I like English music.

14. Adaptability for multi-level classes • Consideration for lower-level, less independent learners - Too many choices can be confusing Online learning components oftenrequire a large amount of self-discipline on the part of the learners. (Bonk & Graham, 2005:15)

15. Considerations for lower-level, less independent learners • provide accessible hints • assign smaller steps • streamline activity choices (Levy & Stockwell, 2006) • give explicit guidance

16. Accessible hints images & pop-up hints

17. Accessible hints link to glossary entries

18. Streamline activity choices Worksheet Moodle: Outline View

19. Explicit guidance Language point: General to Specific • Writing task • Sample: instruction & hints

20. Blog posts: autonomous writing Image & Passage： Sense of achievement Labels: Managing posts Posts from cell phones: Use English outside of the Class

21. Incorporating e-learning into campus-based classes Using Moodle in … 1. TOEIC & “Computer Communication” • Convenience for independent learning • Adaptability for multi-level classes 2. Oral Communication • Motivating advanced learners • Learning outside of the F2F classroom

22. Motivating advanced learners 1. Expanding classroom topics • Recordings of reading book • Virtual tour of reading book’s setting

23. Virtual tour with Moodle lesson Seeing for themselves Integrating knowledge

24. Motivating advanced learners 2. Increased English interaction outside of F2F class • Forums • Lori's Question Cafe • Instant messaging/Chat

25. Increased communication in forums

26. Lori's Question Cafe Private questions Shared answers

27. Lori's Question cafe

28. Learning outside of the classroom • Tour of the Human Rights Museum • Former students’ presentation of volunteering in Bali

29. Tour of the Human Rights Museum After the tour

30. Tour of the Human Rights Museum A student’s reflection

31. Students’ Presentation No time restriction

32. When and how to adapt materials into an LMS • To enhance the context and achieve a variety of learning styles (hints/choices of activities/audio files/virtual tour) • To give instant feedback (quiz/lesson) • To build the personal relationship between students and teacher (forums/chat/instant messages) • To take advantage of learning outside of the classroom (museum tour/presentation) • To organize/redraft materials easily

33. References Bonk, C.J & Graham, C. R. (2005). The Handbook of Blended Learning. CA: Pfeiffer. Chen, C.C. & Jones, K.T. (2007). “Blended Learning vs. Traditional Classroom Settings: Assessing Effectiveness and Student Perceptions in an MBA Accounting Course” The Journal of Educators Online, Volume 4, Number 1, January 2007. Levy, M. & Stockwell, G. 2006. Call Dimensions: Options and Issues in Computer-Assisted Language Learning. Lawrence Erlbaum Associates. Thorne, K. (2003). Blended Learning: How to Integrate Online & Traditional Learning. Kogan Page.

35. Blog Posts

36. Smaller steps : Worksheet Vocabulary & Pre-activity Vocabulary & Grammar Vocabulary & Learning strategy Writing task

37. Smaller steps : Forum • Step 2 (Common) • Step 3 (Option)