"CAROL I" NATIONAL DEFENCE UNIVERSITY'S EXPERIENCE IN BLEARNING FOR ENGLISH LANGUAGE TEACHING - TWO CASE-STUDIES

Abstract

Since its inclusion in the eLearning methodology, blended learning (or bLearning) has received several definitions, being regarded alternatively as: a solution combining different delivery methods (i.e., collaboration software, web-based courses, EPSS, knowledge management practices); a type of learning including a mixture of face-to-face classroom sessions, live eLearning and self-paced instruction; a student-centered approach integrating learning experiences in face-to-face and online environments. The aim of the present paper is to share our experience in using bLearning for two military English courses developed in "Carol I" National Defense University. NATO Staff Officers? Course and The Military English Course were the first forms of blended learning in the Foreign Language Department. From the very moment of implementation of this form of learning, we have approached it as a combination of face-to-face classroom methods with computer-mediated activities, with the purpose of tailoring an integrated instructional approach to the military student?s needs. Both courses comprised a face-to-face phase, but the former included a self-study module based on a CD, while the latter had an on-line component in which a teacher provided support for language acquisition. Our exposure to the method first included the theoretical approach, followed by the identification of the challenges posed by designing and delivering the bLearning courses; this ultimately resulted in ways of rising to them. The main issues lay in managing the instructional complexity, designing the course contents, assigning both the teachers? and the students? roles and responsibilities, harmonizing the course objectives and contents with the ADL support, as well as in establishing good communication among teachers complemented by careful planning of the units. Finally, the paper is an attempt to demonstrate the advantages of bLearning such as we have identified them in the long run: maximization of effectiveness both in point of meeting each course objective and of costs, multiplication of ways of accessing the content, opportunities for exploiting multimedia rich content round the clock which supplements the classroom time and allows for more scheduling flexibility, increase of the student?s responsibility for his/her own learning performance as well as higher language performance through measurable progress.