Abstract
The increased demands for foreign language learning and the dwindling number of contact hours have urged teachers to look for innovative methods of instruction such as blended learning (BL). A study was conducted at a Russian university (The National Research University Higher School of Economics) in order to explore the attitudes and perceptions of the students toward blended learning in the English language classroom. The research instruments were tests and questionnaires administered to students before and after the course. The online portion of the course was realized through the corporate learning management system (LMS). The study revealed a noticeable evolution in students’ perceptions and attitudes towards using blended learning in foreign language instruction. This shift and the consequential outcomes of the study are discussed.
Highlights
Computer-based methods of learning are being increasingly used in education, and research confirms their efficiency in terms of learner engagement, enhancement in learning experiences and opportunities for students (Wilson & Randall, 2012), improvement in knowledge and self-awareness (Beyth-Marom, Chajut, Roccas, & Sagiv, 2003), achievement in learning outcomes and developing skills for life-long learning (Lau, Lam, & Zhou, 2010).The growing requirements for English language proficiency are obvious in light of the conditions of globalized economy and cross-cultural interaction
One way of addressing these issues might be to employ an efficient integration of information and educational technologies such as blended learning where computer-based instruction is combined with face-to-face instruction (Graham, 2006)
Before the launch of the course the students were surveyed on their attitudes towards learning management system (LMS) use in learning a language
Summary
Computer-based methods of learning are being increasingly used in education, and research confirms their efficiency in terms of learner engagement, enhancement in learning experiences and opportunities for students (Wilson & Randall, 2012), improvement in knowledge and self-awareness (Beyth-Marom, Chajut, Roccas, & Sagiv, 2003), achievement in learning outcomes and developing skills for life-long learning (Lau, Lam, & Zhou, 2010).The growing requirements for English language proficiency are obvious in light of the conditions of globalized economy and cross-cultural interaction. Computer-based methods of learning are being increasingly used in education, and research confirms their efficiency in terms of learner engagement, enhancement in learning experiences and opportunities for students (Wilson & Randall, 2012), improvement in knowledge and self-awareness (Beyth-Marom, Chajut, Roccas, & Sagiv, 2003), achievement in learning outcomes and developing skills for life-long learning (Lau, Lam, & Zhou, 2010). One way of addressing these issues might be to employ an efficient integration of information and educational technologies such as blended learning where computer-based instruction is combined with face-to-face instruction (Graham, 2006). When learning is taking place with limited classroom contact time, it is not possible to acquire all the necessary skills within traditional language instruction setting. It is essential for students to become self-reliant and to continue learning autonomously and efficiently outside of the class. It is critical to be aware of the learners’ readiness to accept e-learning as well as the effect that the introduction of LMS will have on their learning behavior
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: Knowledge Management & E-Learning: An International Journal
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
