1. COHERE 2012: A Case Study of the Challenges of Teaching English
Composition in a Blended Format at DeVry Institute of Technology, Calgary

2. Teaching English Composition in a Blended Format
DeVry’s Approach to Blended Learning
• Various definitions of “blended learning”
• DeVry‟s highly similar to definition derived at 2005
conference sponsored by Alfred P. Sloan Foundation
“1. courses that integrate on-line with traditional face-
to-face activities in a planned, pedagogically valuable
manner; and
2. where a portion (institutionally defined) of face-to-
face time is replaced by online activity” (as cited in
Picciano, 2011).
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3. Teaching English Composition in a Blended Format
DeVry’s “Supershell”
• Online and blended courses share common shell
• Core material remains unchanged
• Flexibility for on-site professors
• “… professors are encouraged to …make use of the
considerable opportunities which exist for instructional
flexibility and individual creativity” (DeVry‟s Blended
Learning Guidebook, 2010).
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4. Teaching English Composition in a Blended Format
Four English Composition Courses
Discussed
• ENGL 032
• ENGL 092
• ENGL 112
• ENGL 135
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5. Teaching English Composition in a Blended Format
ENGL 032 and ENGL 092 Courses
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6. Teaching English Composition in a Blended Format
These Are Developmental Courses
• All entering students tested in math, reading, and
writing skills
• Placed into ENGL 032 or ENGL 092 if scores below
certain cut points
• Courses are non-credit- must be passed before credit
English courses taken
• Often ENGL 032 and ENGL 092 among first courses
taken 6

7. Teaching English Composition in a Blended Format
Characteristics of Engl 032 and 092 Students
• Many EFL students
• Some native speakers with reading and/or writing
weaknesses
• Could be some with undiagnosed or diagnosed LDs
• Few have ever taken blended courses
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8. Teaching English Composition in a Blended Format
Importance of Computer Literacy Skills in
e-Learning
Draffan and Rainger stress that
• Learner‟s Information Communication Technology
(ICT) proficiency is as important as attitudes and
motivation in blended learning (2006).
• If e-skills are weak, learners may feel
overwhelmed by the amount of information
(2006).
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9. Teaching English Composition in a Blended Format
Meeting the Challenges of Needed ICT and
e-Skills
• Resources in course shells to help build these skills
• I do extra things
• Important to be cognizant of this need
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10. Teaching English Composition in a Blended Format
Blended Learning Often Requires a
Paradigm Shift in Learning
• Sharma (2010) observes in blended learning “students
may favor one of the delivery modalities (face-to-face
or online) to the detriment of the other” (p. 457).
• Why- may be used to highly teacher-directed learning
or come from cultures where listening and speaking
are predominant teaching modes.
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11. Teaching English Composition in a Blended Format
Another Reason a Paradigm Shift Is Needed
• Renes and Strange‟s differentiate “digital natives” and
“digital immigrants” and contend digital natives are
better suited for blended learning (2011).
• Digital natives grew “up around technology, appear
comfortable with it, and benefit from what it has to
offer… [and] find learning about, from, and with
technology an obvious choice” (2011, p. 205).
• Shouldn‟t assume students are digital natives
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12. Teaching English Composition in a Blended Format
Assisting ENGL 032 and ENGL 092 Students
in Achieving the Paradigm Shift
• DeVry Calgary‟s former Dean of Academic Affairs
strongly encouraged taking these courses in blended-
not online- format
• Viewed these classes as essential in discovering how
to interact online and in learning the expectations of
blended learning (personal interview with A. Ryan,
2012).
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13. Teaching English Composition in a Blended Format
Facilitating the Paradigm Shift (1)
• For those who prefer face-to-face (F2F) modality :
o Empathize with frustrations regarding emphasis upon
online modality
o Stress DeVry‟s course shells are relatively standardized in
look and feel
o For some questions students want answered face-to-face,
send to shell for answers
o Explain purpose of and participation techniques for
threaded discussions 13

14. Teaching English Composition in a Blended Format
Facilitating the Paradigm Shift (2)
• For those who prefer the online modality, use various
strategies:
o Stress the value added by regular class attendance
o Engage them in regular group work during F2F
classes
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15. Teaching English Composition in a Blended Format
Need for Independent Learning Skills
• Petrides (cited in Burgess, 2009) believes one of the
primary concerns in implementing online/blended
developmental education is “the independent nature of
this type of learning” (p. 11).
• Significant number of ENGL 032 and ENGL 092
students not strong in self-direction
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16. Teaching English Composition in a Blended Format
Stress the Need for Regular Participation in
Course Shells
• Add passage to syllabus on what blended learning
demands from students and discuss in class
• Use shell feature that allows monitoring time spent in
various sections of shell and email students spending
insufficient time
• Add “On-line Work” section into “Weekly Assignments”
page identifying specific activities students should do
online
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17. 17

18. Teaching English Composition in a Blended Format
ENGL 112 and ENGL 135 Courses
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19. Teaching English Composition in a Blended Format
ENGL 112 and ENGL 135
• If students are not placed in ENGL 032 or 092, first
composition course is ENGL 112
• Students have wide range of abilities
• Students must pass ENGL 112 with a minimum of 60% to
progress to ENGL 135
• My expectation: Students will become “ „self-directed
learners‟ (Candy, 1991) who like being in charge of their
learning experience” (Draffan & Rainger, 2006, p. 59). 19

20. Teaching English Composition in a Blended Format
ENGL 112 Strategies to Develop Students’
Collaborative & Self-Directed Learning Skills
• Start with small groups in F2F exercises and then
progress to independent learning online in Threaded
Discussion area:
o “Current Issues” exercise.
o “Peer Review” exercise.
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21. Teaching English Composition in a Blended Format
ENGL 135 Strategies to Develop Students’
Collaborative & Self-Directed Learning Skills
• Start with small groups in F2F exercises and then
progress to independent learning online in Threaded
Discussion area:
o “Research Proposal” exercise.
o “Paraphrasing” activity.
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22. Teaching English Composition in a Blended Format
Meeting the Challenges to Learning
Draffan and Rainger (2006):
• Cannot be overcome by adjustments made on one
side
• Needs of a learner require the cooperation and
involvement of both the faculty and student
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23. Teaching English Composition in a Blended Format
The strategies we have discussed are designed
to provide our students with
• Skills to use the computer as a learning tool;
• Attitudes needed to be successful collaborative and
blended learners;
• Abilities to make the connection between F2F and
online learning activities and threaded discussions.
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24. Teaching English Composition in a Blended Format
Garrison and Vaughan (2008) assert, “Students want to
be actively and collaboratively engaged in relevant
learning experiences…. They want both face-to-face and
online learning experiences that connect them to other
students and the instructor. This represents a serious
challenge for instructors…” (p. 147).
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25. Teaching English Composition in a Blended Format
References
Burgess, M. L. (2009). Using WebCT as a supplemental tool
to enhance critical thinking and engagement among
developmental reading students. Journal of College
Reading & Learning, 39(2), pp. 9-33.
Draffan, E. A., & Rainger, P. (2006). A model for the
identification of challenges to blended learning. ALT-J:
Research in Learning Technology, 14(1), pp. 55-67.
Garrison, D. R., & Vaughan, N. (2008). Blended learning in
higher education: Framework, principles, and guidelines.
San Francisco, CA: John Wiley & Sons, Inc.
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26. Teaching English Composition in a Blended Format
References (cont‟d)
Mayers, P. & Lewinski, C. (Ed.). (2010). Blended learning
guidebook: Version 2.02. Retrieved from www.devryu.
net/
Picciano, A. G. (2009). Blending with purpose: The
multimodal model. Journal of Asynchronous Learning
Networks, 13(1), pp. 7-18.
Picciano, A. G. (2011). Introduction to the special issue
on transitioning to blended learning. Journal of
Asynchronous Learning Networks, 15(1), pp. 3-7.
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27. References (cont‟d)
Renes, S. & Strange, A. (2011). Using technology to
enhance higher education. Innovative Higher
Education, 36(3), pp. 203-213. doi:10.1007/s10755-
010-9167-3
Sharma, P. (2010). Blended learning. ELT Journal:
English Language Teachers Journal, 64(4), pp. 456-
458. doi:10.1093/elt/ccq043
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