This paper describes the experiences of English Language Center of Nizwa College of Technology regarding the implementation of blended learning approach in teaching English. Starting a policy on the use of e-learning in English Language courses, ELC envisions to supplement lesson delivery with online resources and activities in implementing blended learning using Moodle. As there is currently no hard-and-fast rule carrying out blended learning in ELC, this study followed the activities of selected teachers – the focus group – to identify best practices, challenges and opportunities, which can then be used as guide by others to better implement blended learning. The study monitored and recorded the practices followed by the focus group in using Moodle, the challenges they faced, the changes they made in their method of teaching as a result of integrating Moodle in lesson delivery, and their perceptions on issues relevant to integrating online activities in teaching English. The study used qualitative and quantitative methods in analyzing data. Firstly, a survey was taken from ELC teachers that use Moodle in their classes to determine baseline information. An online discussion forum then followed for the focus group, which is comprised of the most active Moodle users among ELC teachers from three different groups – new, middle and senior staff. This was done to further reinforce the survey results. From this study, best practices were identified and recommended for use as guide by ELC staff to improve the implementation of blended learning in ELC classes.
Rolando Jr. Lontok, Nizwa College of Technology, Oman
Alice Lontok, Nizwa College of Technology, Oman
Kendrick Pangilinan, Nizwa College of Technology, Oman
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