Thanks to the pandemic, we now have a wide selection of applications and websites that aim to provide support for teaching and learning. However, these tools are not just a passing temporary solution, but long-lasting aids, which make the online extension of face-to-face lessons possible. This extension can happen in both directions: before the lesson in the form of a flipped classroom or after the lesson as "homework” or post-lesson work. The resulting blended structure not only leads to more meaningful engagement with classwork but it also improves such indispensible skills as learner autonomy, self-directed learning, and digital literacy together with critical thinking. In this presentation, I would like to bring practical examples for this lesson planning approach in higher education.

1. The online extension of
face-to-face education
to increase efficiency
Joanna Szoke
Karoli Gaspar University of the Reformed Church

2. Outline
● Various learning modes
● Why extend? - benefits
● How to extend?
● Examples from higher education
● Conclusion
● References

4. Why extend?
“Without [a multimodal] exposure to
technologies, students are seen to
be handicapped by curricula that
emphasise ‘traditional’ or ‘flat’
literacies which involve the less
interactive learning of print
material.”
(Thomas, 2011; Gruba et.al., in Hall, 2016)

5. Why extend?
Cambridge Life Competencies Framework

6. How to extend?
5 pedagogical dimensions of
technologies:
(Gruba and Hinkelman, 2012, in Hall, 2016)
1. Actions - narrative, interactive,
adaptive, communicative,
productive
2. Groupings
3. Timings (and pacing)
4. Texts
5. Tools

7. Case study examples

8. 1. Presentation Skills course
a. Pronunciation and intonation practiced asynchronously with the help of Videoask
b. Learners have the chance to practice their presentations via Flipgrid
c. Visuals checked with the help of peer review through a shared Google slide deck
2. Aspects of Vocabulary Development course
a. Learners have to design a vocabulary test but before submitting, they go through a guided
asynchronous peer review process
3. Differentiation in various courses
a. Google Classroom makes it possible for the teacher to assign additional activities to those who
need more support
b. Additional guidance in the form of instructional or explainer videos can be assigned via
Nearpod
4. Review and reflection in various courses
a. Learners are asked to create a reflective post on Padlet based on any activity that they have
seen and liked in the lesson

9. Conclusion
● Both 21st century life competencies and
multimodal environments call for
multimodal approaches
● Creating a blended experience saves
class time and yields autonomous learning
time
● The latter can be used for self-reflection,
peer review, and giving more detailed
feedback

10. References
Cambridge Life Competencies Framework Introduction booklet. Available at:
https://languageresearch.cambridge.org/images/Language_Research/CamFLiC/CLCF_Introduction.pdf (accessed Dec 8,
2022)
Gruba, P., Hinkelman, D., Cardenas-Claros, M.S. (2016) ‘New technologies, blended learning and the “flipped classroom” in
ELT’. in G. Hall (ed) The Routledge Handbook of English Language Teaching. London: Routledge 135-149.
Hodges et al. (2020) The Difference Between Emergency Remote Teaching and Online Learning. Educase Review. Available at:
https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-and-online-learning
(accessed Dec 7, 2022)
Five Tips for Designing Remote or Asynchronous Learning, Social Science Space
Vergroesen, L.L. (2020) Why Peer Learning is the Future of Remote Learning. Eduflow Blog. Available at:
https://www.eduflow.com/blog/why-peer-learning-is-the-future-of-remote-
learning?utm_source=https%3A%2F%2Fwww.eduflow.com%2Fblog&utm_campaign=https%3A%2F%2Fwww.eduflow.com%2Fs
earch%3Fquery%3Dpeer&utm_medium=utm_append_script (accessed Dec 8, 2022)

11. Contact:
Joanna Szoke
szoke.johanna@kre.hu
http://linkedin.com/in/joanna-szoke
https://twitter.com/jo_shortnsimple
Thank you!
Do you have
any questions?