The Blended Learning Model Analyzed from the Instructional Design. Generation 4: Case Study in a Basic English Course
DOI:
https://doi.org/10.5281/zenodo.7004540Keywords:
Instructional Design, Blended Learning, E-Learning, Knowledge Society, Syllabus, Teaching Instruction, ICT, Teaching, LearningAbstract
This article presents the findings of a study case qualitative research of the use of blended learning in a beginners English language course for adults which took place in a private institute specialized on teaching English as a second language. The instruments used in this research were the interviews of three different teachers, a class observation and the analysis of the syllabus of the investigated course. This was done in order to determine if the instructional design used in this syllabus, included the procedures established by the fourth generation instructional design suggested by Rivera (2004). The findings confirmed that the three interviewed teachers knew the concepts of blended learning, teaching instruction, and the procedures to be considered in curriculum design. However, the participants did not show deep knowledge about the interaction between the instructional design and the ICT. This research is relevant for those interested in curriculum design by using the fourth generation instructional design, not only in English courses but also in other languages in a similar context that are planning to create blended learning courses.
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