A curriculum-based approach to blended learning

Linda Joy Mesh

Abstract


This paper aims to present an overview of the use of blended learning (BL) as a methodology for the language programs offered by the University of Siena Language Centre (CLA). First, the importance of a flexible, curriculum-based approach to BL is examined, based on a review of the literature. Experimentation with blended English language courses for part-time students began in 2002 and in 2005 the open-source learning platform, Moodle, was adopted due to the interactive tools available, making it possible to create learner-centered activities based on a collaborative approach. A description is given of the role BL has played in adult professional training at the university and how it provides a flexible solution for meeting the needs of degree course programs for students. With a view toward good practice, a detailed description of a currently offered blended course is given, including comparative data of the same course taught traditionally in the classroom with results indicating student performance for both courses during the period of an academic year. Moreover, a range of competencies is necessary to prepare students for the workplace, such as providing them with skills in intercultural communication and digital literacies, which can be indirect benefits from the adoption of a blended methodology. The study concludes with reflections for the future.

Keywords


Blended Learning; Language Learning; Curriculum Design; Intercultural Competencies; Moodle

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DOI: https://doi.org/10.20368/1971-8829/1168



Journal of e-Learning and Knowledge Society | ISSN (online) 1971 - 8829 | ISSN (paper) 1826 - 6223 © 2017 Je-LKS - Italian e-Learning Association (SIe-L).