Using Blended Learning to Encourage Learner Autonomy Yamauchi, Mari Rink, M. Lori Kobe Kaisei College, JAPAN

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

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

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

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

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

Instant feedback: Quiz Encourage independent learning

Learning History Foster self-monitoring

Sharing with others: Forum Modeling & Inspiring

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

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

Learner Characteristics   TOEIC: Basic Course   Computer Communication Level in the Japanese education system

Learner Characteristics I born in summar. I best music is nothing, but I like English music. 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

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

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

Accessible hints images & pop-up hints

Accessible hints link to glossary entries

Streamline activity choices Worksheet Moodle: Outline View

Explicit guidance   Writing task   Sample: instruction & hints Language point: General to Specific

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

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

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

Virtual tour with Moodle lesson Integrating knowledge Seeing for themselves

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

Increased communication in forums

Lori's Question Cafe Private questions Shared answers

Lori's Question cafe

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

Tour of the Human Rights Museum After the tour

A student’s reflection Tour of the Human Rights Museum

Students’ Presentation No time restriction

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 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 give instant feedback (quiz/lesson) To build the personal relationship between students and teacher (forums/chat/instant messages) 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 take advantage of learning outside of the classroom (museum tour/presentation) To organize/redraft materials easily To organize/redraft materials easily

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 Levy, M. & Stockwell, G 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.

Blog Posts

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

Smaller steps : Forum   Step 2 (Common)   Step 3 (Option)