This document summarizes research into matching students' and teachers' expectations in blended learning. Interviews with teachers found that blended learning tools like Facebook and Kahoot engaged students and linked classroom material to the real world. However, students' questionnaires showed that too many online tools or lack of guidance caused confusion. Overall, blended learning works best when it provides scaffolding, uses a variety of resources cohesively, and checks students' understanding both during and after class.

1. Matching Students’ and Teachers’
Expectations in Blended Learning
IATEFL 5th April, 2019
Dr Rebecca Hooker r.hooker2@exeter.ac.uk
Felicia Heard f.a.heard@exeter.ac.uk

2. Overview
Rationale
What is ‘Blended
Learning?’
Teachers’ versus
Learners’
Expectations
(Findings)
Hands-on with
Learning
Technologies -
Kahoot! Padlet

4. Research
Rationale
Title
“An exploration of best practise and how
blended learning ‘champions’ use IT in the
classroom; maximising the benefits of
blended learning in the classroom”
Aims
❖To support and develop practical training
for teachers to use IT in the classroom
with online platforms and apps (e.g. ELE)
❖Focus on level and manner of student
engagement when using learning
technologies.

5. Introduction: Blended
Learning
What do you understand by
‘Blended Learning’?
How do you blend a digital
approach with a traditional
approach in your own teaching?

6. Blended
Learning
Definition 1
“Blended learning is any
formal education program in
which a student learns at
least in part through online
learning, with some element
of student control over time,
place, path, and/or pace.”
(Maxwell, 2016)

7. Blended
Learning
Definition 2
“In hybrid classroom settings, face-to-
face activities are often combined with
technology-mediated activities so that
there is more active learning in the
face-to-face setting as well as more
intentional guidance when students
are learning outside the classroom.”
(Linder, 2017)

8. Our working definition
of Blended Learning
❖ Traditional Teaching ‘Chalk and
Talk’
❖ Online Learning in the
classroom or a ‘Flipped
Classroom’

9. ❖Observations (May, 2018)
4 Teachers (on subject and Academic English courses)
Observed twice: at beginning and middle of term
❖Interviews (May/June 2018)
With 4 Teachers – Approx. 30-45 minutes
❖Questionnaires (May/June 2018)
15 usable replies from students
Research Methodology

10. Interview
Example 1: Facebook in Marketing Lessons
They can see
the real world
I can see their
commitment…
interactive….
I can put anything on
[line] any moment of
the day or night..
responsive
One place where
everything is
together… to bundle
links together……
[Ss] actively engaged
in something which is
a marketing tool in
itself
The Ss can see what
films people see or
what clothes they
wear….linking it to data
analysis & development

11. Observation: Kahoot! Finance Topic - Depreciation
Very structured
lesson
Clear signalling
of what was
coming
Clear context
between lesson
and beforehand
T checking all ss
at same point
Scaffolding
given for
content input
Constant
monitoring +
encouragement
Ss fully engaged Competitive fun

12. Questionnaire
What type of e-learning tools do you like/
dislike the teacher using in the
classroom?

13. “I don’t like the teacher to use Facebook in
the classroom as I think it lacks of clear
format/ structure. I think it’s better to post
tasks, slides on ELE”
“Like Facebook.... We can come and find any
updates any time, which is a way support
every student when they want to find
something new to learn”
“Facebook is better. ELE will be the best in
exams or case study”

14. “I like Kahoot! It’s interesting, colourful, good background
music. It’s different from teachers’ speaking.”
“Yes it is helpful visually”
“I prefer SmartNotbook”
“Kahoot is fun sometimes to refresh and have some fun.
Facebook page or teacher having their own website is
helpful”

15. Control – How much? Scaffolding?
Context – Before/During/After
Content – Which resources used?
When?
Cohesion – How different media
interrelate
Checking – Content, Procedures &
Understanding

16. Concentration – Distractions?
Clarity – Making teacher expectations
clear/explicit
Culture – Differentiation/Sensitivity
Comfort – Pace/No pressure
Choice – Using preferred media/
modality
Community – Groupings around IT

17. “All online resources are pretty
useful as they keep data all
contained in one place. However,
using too many coupled with lack of
information can cause confusion”

18. References
Linder, K.E. (2017) Fundamentals of Hybrid Teaching and Learning. New Directions
for Teaching and Learning, [e-journal] 149, pp. 11-18. DOI: 10.1002/tl.20222
Maxwell, C (2016) What blended learning is – and isn’t. [online] Available at
https://www.blendedlearning.org/what-blended-learning-is-and-isnt/ [Accessed
11 February 2019].
Dr Rebecca Hooker r.hooker2@exeter.ac.uk
Felicia Heard f.a.heard@exeter.ac.uk

19. Try out Kahoot!
https://kahoot.it/

20. Try out Padlet
https://padlet.com/f_a_heard/icu0cmel86ux