Research Report December 2013 Laureate Teachers Christopher Johnson Regional Manager, Latin America Laureate International Universities Debra Marsh Head of Digital Pedagogy Cambridge University Press 1
Contents Context... 3 Laureate Blended Language Learning... 3 Research Objectives... 4 Summary of Key Themes... 6 Blended Language Learning and a Flipped Classroom Model... 7 Blended Language Learning Allows for Maximum Effective Use of Classroom Time... 8 In Class - Focus on Communication... 9 Online - Focus on Preparation, Practice and Consolidation... 11 Teaching in the Blended Context... 11 Blended Learning Changes Teaching Paradigm... 12 The Teaching Experience Improved... 13 Changing Role Requires Training... 14 Learning in the Blended Context... 15 Blended Learning Increases Student Learning Efficacy.... 15 References... 18 Appendix... 19 2
Context Laureate Blended Language Learning The Laureate English Program (LEP) started in 2007 with the stated objective to provide all students with an opportunity to reach a sufficient level of English language proficiency while attending a Laureate institution. This sufficient level is identified as B1 (threshold or intermediate level) according to the Common European Framework of Reference for Languages (CEFR) standards. However, in order to reach the B1 target, 400-500 hours of guided instruction is a recommended minimum and most Laureate programs can only allow for an average maximum of 50-60 hours of face to face instruction over the course of an academic period. As a result blended teaching/learning solution has been implemented aiming to address the issues of time and resource limitations by providing online, out of class access to the language programme. The rollout of the Laureate English Program has been continuous and steady and today some 40 institutions have implemented the blended approach. A growing number of the early adopters are today enthusiastically experimenting with different forms of the blend, encouraged by a general optimism and recent studies, such as the one produced by the U.S Education Department, which indicates blended learning can benefit students and have a positive impact on their learning experience (Means, B., Toyama, Y., Murphy, R, Bakia, M., & Jones, K., 2009). Not all institutions chose to implement the fully blended delivery of their English language programs immediately and in the early rollout stages, many chose to implement the online resources as student self-study materials, for additional practice and reinforcement of content covered in class. A number of these early adopters continue with the self-study approach. Other University English departments within the Laureate network, still not so sure, are more hesitant to experiment and fall into the category of wait-and-see-if-it-works-before-buying-in. None of this should come as any surprise given that the implementation of blended learning involves a significant undertaking and paradigm shift in thinking and approach to language learning and teaching, in all aspects of course design and implementation. 3
Despite a growing body of evidence to support the view that blended learning can result in an increase in student learning, an improvement in learning outcomes and greater student satisfaction blended learning does lack a coherent body of research that unequivocally demonstrates learning benefits over online or traditional modes of instruction. 1 Research into blended learning is of critical importance to the Laureate International Universities network in order to develop a further understanding within the partner institutions as to the impact and benefits of blended learning. The network, with over five years of experience of rolling out blended learning programs across a range of educational and regional cultures, offers access to thousands of students and hundreds of teachers engaged practically on a day to day basis in a range of different blended learning contexts and provides an excellent research context from which to draw comprehensive data and conclusive analysis. Research Objectives Phase 1 of the research focussed on the students and their learning experience. The aim of this first phase was to gain a general understanding of student profile, computer literacy and competence, student levels of achievement, and student feedback on their blended learning experience. Six hundred and forty-eight students took part in the research and the key findings are. Student Achievement - the majority of the students rated their confidence in their language ability at the end of the course as very confident and overall rated their learning experience as positive. Student Profile - the majority of students in this research study are between the ages of 18-25, are digitally aware and confident users of technology. However, caution is required in equating these confident digital natives with confident digital learners. Of significance for this research is the notion of the digital native and their approach to learning. Touchstone Online - students reported interest and enthusiasm for learning with the Touchstone content. Of importance to note for the purposes of this research is that the more highly rated activities tended to be the more traditional learning practice activities 1 Graham, 2006; Sharpe et al., 2006; Vaughan, 2007; Garrison & Vaughan, 2008. As paraphrased in Smyhe, 2011. 4
rather than the more innovative, interactive blog and forum activities. There are a number of variables which may influence the student choice of preference here, but of significance the digital native and the changing nature of communication via the internet. Blended Learning - students recognise the value blended learning offers in providing extended language practice opportunities outside of the classroom. However, their perceived lack of teacher presence online was noted by the students as a significant disadvantage of learning online, as was the amount of time required to complete the course. A full internal report is available (contact Debra Marsh or Christopher Johnson) and a publication entitled The Laureate English Program Taking a Research Informed Approach to Blended Learning is available at http://journals.sfu.ca/liu/index.php/hlrc/issue/view/10/showtoc in the Laureate network academic journal Higher Learning Research Communications. Phase 2 In much of the current research into blended learning the focus tends to be on the learner and the learning experience. The teacher and the teaching experience has not had as much attention. The Laureate/Cambridge University Press research project set out in phase 2 to address the lack of analysis on the impact of blended learning on the teaching experience. In July 2013, 36 Laureate teachers took part in 5 separate focus groups. All the teachers are teaching in the more mature adopter institutions. Each focus group was an hour long and the participants were asked a series of questions (see Appendix) covering the following themes: Blended language learning, the role of the teacher, the role of the learner, and the changing nature of the classroom. The focus groups were facilitated by Christopher Johnson and Debra Marsh and all discussions were recorded. These discussions have been fully transcribed and carefully analysed. Anyone wishing to have a full copy of the transcriptions, please contact Debra Marsh or Christopher Johnson. The following conference presentations are part of the external dissemination of this research. Blended Language Learning: An Effective Solution - but not without its challenges TESOL 2014 5
The Blended Flipped Classroom - An effective model for language learning IATEFL 2014 and several publications in peer reviewed journals are planned. Summary of Key Themes A single overarching theme emerges from this research and that is the central role the teacher plays in the learning process. It is important that in any consideration of blended learning the role of the teacher is carefully considered. Other key themes include - Blended Language Learning Allows for Maximum Effective Use of Classroom Time - Blended Learning Changes the Teaching Paradigm - Blended Learning Increases Student Efficacy for Learning 6
Blended Language Learning and a Flipped Classroom Model Blended learning gives learners and teachers a potential environment to learn and teach more effectively. 2 The difficulty with blended learning, among the important pedagogical and technological considerations, is quite simply defining it. 3 Of all the definitions available, the above is the simplest and, although it does allow for differing interpretations, the basic premise is an understanding of effective learning and teaching, and of relevance to this recent research study with Laureate teachers the inclusion in this definition of teach and not a single focus on learn is of significant importance. This study has provided us with a much clearer understanding of exactly how blended language learning can create a more effective learning and teaching environment. The emerging model within these Laureate institutions is an environment synonymous with what is now commonly known as the flipped classroom. An environment in which the pedagogy is changing, as identified by Jonathan Berman 4, one of the lead pioneers of the flipped classroom education model. Many people think the flipped class is all about the technology. In fact, this is not correct. It is about changing the pedagogy with the aid of technology. 5 An environment in which the teacher plays a central role in the classroom learning process One of the major benefits of the flipped concept is that it frees up class time in which teachers can create engaging learning experiences for the students 6. and an environment in which time in class is made as effective as possible. 2 Source: http://blendedlearning506no.wikispaces.com/secande+life 3 Source: https://www.udemy.com/blog/the-blended-learning-debate-what-does-it-mean/ 4 Source: http://flippedclassroom.org/profile/jonathanbergmann 5 Source: http://dailyedventures.com/index.php/2012/05/22/the-flipped-classroom-starts-with-one-questionwhat-is-the-best-use-of-my-face-to-face-class-time/ 6 Source: http://edtechreview.in/news/news/trends-insights/insights/726-how-to-best-use-the-class-timewhen-flipping-your-classroom 7
The Flipped Classroom starts with one question: what is the best use of my face-to-face class time? 7 We are seeing evidence of changing approaches to language teaching, changes that are not without their challenges, but for all teachers who participated in this research sample these changes are bringing considerable benefit to their teaching experience. These teachers are confident that technology is not there to replace them, but to support them in their teaching. the point here is [ ] analysing what technology can do and what teachers bring to the equation which technology cannot bring. I think what a teacher brings is the ability to design an activity appropriate to the students and to monitor and motivate students to provide appropriate feedback and correction. The actual presentation part doesn't need to be done by a human being so for me that's the key here [ ] reflecting on what a human being can best bring to the equation and what technology can best bring to equation. Blended Language Learning Allows for Maximum Effective Use of Classroom Time Ask any teacher, What is the most effective use of classroom time in the language learning and teaching context?, and the majority will respond getting my students to use the language communicatively. Next, ask any teacher which part of her lesson plan she often does not have time for, and the majority would reply the communicative, or productive, activity. This productive activity usually requires interaction between pairs or groups of students, and in order to successful take part in activity the students need language structures and vocabulary. Hence, lesson planning and subsequent delivery is taken up with presenting and practicing new language in order that the student is prepared to take part in the final production activity. 7 Source: http://dailyedventures.com/index.php/2012/05/22/the-flipped-classroom-starts-with-one-questionwhat-is-the-best-use-of-my-face-to-face-class-time/ 8
In class, time is limited, the students are of mixed ability and mixed learning styles which inevitably means that at any one time there will be a group of students who are working with, ahead of or behind the pace of the lesson. At any one time there are differing levels of motivation, ability, and interest all of which has to be managed. It is therefore not surprising that many language teachers find it difficult to provide adequate time for communicative activities. This study quite conclusively indicates that blended learning can allow for more effective use of classroom time, and by effective we suggest this to be providing students with opportunities to use the language communicatively. Technology allows elements of language learning to take place outside of the classroom with students working at their own pace, allowing the teacher to focus on the essential learning outcome of language learning communication. In Class - Focus on Communication When asked which activities they now do in the classroom, teachers almost unanimously respond that they use the face to face context for communicative activities. Teachers reported that blended learning allowed them to do more of such activities in the classroom including role plays, debates and focus on developing conversation strategies (Lesson C in Touchstone). now in the blended approach I can focus more of my class time on communicative activities. [ ] and it's better. I try to take advantage of my classes face-to-face for [ ] the more communicative activities. I don't have to spend as much time going over the grammar concepts. Reduced teacher talking time Blended learning can help the teacher reduce her talking time in class. The teachers in this research study are able to allocate presentation of language, grammar and vocabulary learning as out of class learning, and thus freeing up time in the class for more communicative activities. 9
I would say that one of the greatest. benefits of the blended programme is that since the students have already been introduced to the language and to the grammar that reduces teacher teacher's talking time. I was saying to my colleagues yesterday [ ] there is a tedious part of teaching for me is the language presentation [ ] the exciting part of teaching is in activities and then watching students do them I'm [now] able to remove the boring parts and maximize the more interesting part. More interaction and participation in class Increased interaction in class has a positive impact on student motivation and interest. [It's] now better since we are asking students to come a bit prepared not completely prepared [ ] when they come prepared they see that this is [ ] something different the class becomes more interactive [ ] and participative. [ ] and that helps them come ready to class. So my students said last period that it was better and it was easier. [ ] they seemed happy [ ] at the same time excited that they are going to do something different and [ ] they think that the classes are more dynamic that they are speaking a lot. [ ] they leave the class with a smile because it's not one person talking at a time. Now [ ] everybody is speaking. It [blended learning] gets everybody involved. The way things were in the past you would always have those quiet students who [ ] just sit in the corner and hide basically throughout the whole class. But now they can't do that anymore. [ ] everybody has to participate. [ ] No more hiding behind the book. [Blended learning] increases the time [the students] have throughout the eighty minutes of the class [the students] have more time to speak with the other students in class. 10
A more student centred classroom A truly student centred classroom is not easily achieved, but as this teacher reports blended learning has helped achieve a level of student-centredness in her classroom when you're in a classroom with thirty students with books and nothing else [ ] it's really quite hard to have the student led classroom. But now with using the blend I've found that it's a hundred percent possible and I've had to not take the lead. The students definitely take the lead now in the classroom. And it's exactly what we always say we should be doing. But the using blended learning has really made it easier and possible to do that hundred percent. Online - Focus on Preparation, Practice and Consolidation The teachers in this focus group unanimously reported that they allocated the online content to prepare and practice language before the classroom session and to consolidate language after the class. Before class they usually expect students to complete the presentation and practice activities and then after class students are required to complete the blog and forum activities. [..] the online component allows [students] to do things where they don't need to interact. [they] can [ ] listen to the grammar presentation of their own so they can understand it before they ask because they are not so confident sometimes. I think that one of the greatest benefits [ ] is that since students have already prepared at home they come to class already knowing some of the vocabulary and some of the grammar points that they need to know. Teaching in the Blended Context In his article, Changing Paradigms-from being taught to learning on your own with guidance, Marc Prensky discusses the role technology is playing in changing the educational paradigm. 11
Because of twenty-first century technology, education no longer means the same thing as it did in the past. Our new, digital technology is dictating not only our kids future, but also the new paradigm for educating them. Blended Learning Changes Teaching Paradigm The teachers in this study, while welcoming this paradigm shift, also recognize the challenges it presents not only for themselves but also their colleagues. Without a doubt the most significant change is taking place in the classroom itself, where in many contexts there is very little technology used. Blended learning changes the nature of the F2F dynamic. Shifting control over the learning process is difficult for all teachers. Even the most innovative, ready-for-change teacher accepted that it is not easy to give up the power of the traditional classroom. [ ] one of the problems I had is giving up the power that we had as a traditional teacher where you were in command of the class. And now you're like letting your students do their learning. They [ ] take over. And it's a difficult transition because as we said we want our students to learn. And maybe we think we have the way for them to learn but [ ] today we [understand] that they can help themselves. And it's a step that has to be taken but it's difficult to kind of start losing control.... when you're feeling like your powers are being taken you have to let go of that power and it's not easy. It's like trying to compare it as parents when your children grow up you just have to realize that it's gong to happen. You're not going to like it but you have to let go and I don't think that's been easy at least not for me. [In] the other school I worked in they started an ipad tablet program and it was very clear that from the more conservative part of the teaching staff there was a very big resistance to it. And just because they're unsure how to work it. I think it takes a lot for a teacher to come in to learn something [new]... what they did a certain way for thirty years and all of a sudden changing it completely. 12
The Teaching Experience Improved All too often in discussions around blended learning, the focus is on the student and student motivation, interest and achievement, there is relatively little research in the impact of teacher motivation. This, despite the fact, that we would probably all instinctively concur, that the motivation of the teacher necessarily has an impact on the student learning process. Blended learning can improve the teaching experience and lead to changes in teacher practice. Participants indicated that a blended learning model often (a) makes lesson planning easier, (b) reduces teacher planning time, (c) provides more flexibility in F2F class sessions, and (d) allows teachers the ability to focus on student needs. For this teacher, his approach to teaching, in his own words, has been revolutionized. I would say that just the efficient access to knowledge and material has tripled. I have been a teacher for a long time now and this has definitely revolutionized my preparation and also the way I look at things [ ] it's that I don't have to take one approach I can take many approaches. I can benefit students who have different ways of learning, different skill sets and the blended learning opens up possibilities uh where I can work with all their skills. This teacher is now able to spend more time on the exciting parts of teaching. I was saying to my colleagues yesterday in the meeting that there is a tedious part of teaching for me... the language presentation when you ve got to explain the structure of the present continuous, that really is quite boring. [ ] the exciting part of teaching is in activities and then watching students do them and eliciting correction, taking notes of the later feedback, [ ] in other words I'm able to remove the boring parts and maximize the more interesting part. This teacher recognises the equal interest value for both teacher and students. I think [with blended learning] the whole teaching and learning experience is a whole lot more interesting for us and for the average student also. 13
This teacher is encouraged when students come to class better prepared for the lesson, and has seen her classes running a lot more smoothly.. most of [the students] come better prepared to class. There are some that don't [.] but like ninety-five percent of them do come prepared to class. And you see that they can do [ ] as a teacher you feel encouraged you want to teach more. You want to help them improve what they already know. Classes go a lot smoother and you can actually cover what you have planned. Many of the participants indicated that, blended learning once tried is preferable to traditional F2Fonly teaching methods I think for me personally I like... the blended learning... I think if I was to go back [or] to take another job and it wasn't blended learning I'd actually find it quite difficult to go back now to just teaching with a book. I would really feel that I'm not benefiting students as what I should be. Changing Role Requires Training In order to address some of the following: lack of control over the learning process, changing role of teacher, changing instructional paradigms, teacher/student resistance to change, the teacher in this study recognise the need for training. I would also say from the perspective of [ ] just the teaching and starting to use blended learning one of the challenges has definitely been that because not many of us has actually been educated as teachers uh using blended learning uh when we went to university so it's been quite a handful to adapt to it. we need more teacher training specifically for using this online component. 14
maybe one of the challenges and what we should do is actually spend the lesson just guiding them and having a lesson on how to use the LMS. that's something that I've never really thought of but now I consider it an issue that some students just don't know how to use it. So it's a lesson in itself. I mean I noticed it this term with the blog writing. I sent them away with this blog writing. And I didn't actually think that I should actually sit and maybe go in the blog and show them how to do it but now I've realized that I really do need to do that. Learning in the Blended Context In Phase 1 of this research project students were asked to self-comment on their blended learning experience and the results were generally very positive. In Phase 2 we wanted to compare student self-perception and evaluation with teachers perceptions of student learning in the blended content. Interestingly, and encouragingly, there was very little difference in the results that indicate increased motivation; confidence and ability to become more autonomous learners when combined effectively result in an improved learning experience and learning outcomes. What is interesting to note is the teachers perception that the students are viewing language learning and the language classroom quite differently now. And I think they view it now as learning the language for life and not to pass not for grades not to pass the class or a test.... It has changed their view of learning the language and of how to view the classes themselves. Blended Learning Increases Student Learning Efficacy. Gardner and Lambert s Social Psychological Theory was ground-breaking in its time and since then there has been a significant volume of research into what motivates individuals to learn a second language. This research has identified key factors which improve student learning, among these are a high level of motivation, confidence, the ability to be autonomous/independent and an enjoyment in learning the language. I just wanted to make a comment that students made at the end of one of my classes. About this system that [we are] talking about. One of the students came to me at the end of the lesson and she said I found the class very interesting today because I understood what I was doing. Because of the activities I had done in in my house. 15
Foreign Language Anxiety 8 is well known as a significant obstacle to learning a second language and the fear of speaking in class is one most learners have experienced at some stage or another. Much of this fear is based on concerns of making mistakes and looking foolish in front one one s peers. Before class preparation allows students to review and practice at their own pace and as a result come to class much better prepared for speaking activities. Teachers are seeing more confident students who are more prepared to actively participant in speaking activities. I have seen some of the students shy ones that are coming up and speaking and participating because they feel a little better... about themselves yes. And I think that this is positive, that uh they'll probably go [and] get involved and start learning to learn. They have something to say in class [ ] it encourages them. Students learning at their own pace out of class The students are able to learn new language in their own time and at their own pace. This allows the weaker students to spend as much time as they need to review and practice language without fear of holding the class up or falling behind. The stronger students are able to work through the online material at a much quicker pace, but this being their own pace rather than one managed by the teacher in response to the whole class. As a result blended learning can have a levelling off effect in ensuring students arrive at class with a more equal level of language competence and able to participate equally in the required activities in class. Autonomy The teachers commented on the increasing autonomy demonstrated by their students. [ ] there's more autonomy for students and they're not like depending on us constantly. Once they learn how the system works you give them a clear instruction then they can just do it by themselves and sometimes they do it really well. 8 Source: http://en.wikipedia.org/wiki/foreign_language_anxiety 16
But at the same time I think it gives them the role of being responsible also to a certain extent. [ ] So they have to take on the challenge also in response. It's not always the teacher. I believe that... we are looking for the blended learning. It's now better since we are asking students to come [ ] prepared. when they come prepared they see that this it is something different the class becomes more interactive and this is something blended learning the learning system approach the face-to-face becomes more interactive and participative. And also it does boost student outcomes. 17
References Gardner, R. and Lambert, W. (1972) Attitudes and motivation in second-language learning. Rowley, MA: Newbury House. Means, B., Toyama, Y., Murphy, R., Bakia, M., & Jones, K. (2009). Evaluation of evidence based practices in online learning: A meta-analysis and review of online learning studies. Washington, DC: U.S. Department of Education. Prensky, M. (2007) Changing Paradigms - from being taught to learning on your own with EdTech.pdf guidance Retrieved from http://www.marcprensky.com/writing/prensky-changingparadigms-01- Smythe, M. (2011). Blended learning: A transformative process? Paper presented at the 2011 National Tertiary Learning & Teaching Conference. Retrieved from http://akoaotearoa.ac.nz/download/ng/file/group-3740/smythe---blended-learning-atransformative-process.pdf 18
Appendix Questionnaire Blended Language Learning 1. Which online activities did you usually ask students to complete before class? Why? 2. Which activities did you usually use in the classroom? Why? 3. Which online activities did you usually ask students to complete after class? Why? The role of the teacher 1. What do you consider to be the major benefits to language teaching in blended EFL courses? 2. What do you consider to be the major challenges to language teaching in blended EFL courses? 3. To what extent has a blended instructional format changed the way you approach teaching? The role of the learner 1. What do you consider to be the major benefits to language learning in blended EFL courses? 2. What do you consider to be the major challenges to language learning in blended EFL courses? 3. How have your students adapted to the change in content delivery format? The changing nature of the classroom To what extent is the teaching experience in the blended classroom different from the traditional teaching experience in class? 1. What did you like about the changes in the classroom teaching experience? 2. What did you NOT like about the changes in the classroom teaching experience? 19