Null

BA (Hons) Learning, Technology
& Research
Work Based Major
Project
Module CB345998S/D
Author: SID 0715814
Document Word Count:
Declaration: I hereby declare that the work contained herein is the work of this author and where such is
not the case, appropriate acknowledgment has been made and permission given.
That in accordance with Anglia Ruskin University Regulations, this paper follows all ethical guidelines.
SID 0715814, 13th May 2010.
a ndíograis le mo mháthair
LO 1: A Literature Review
Introduction
A deepening business imperative between the continuing development of my work practices

and the need for greater information and communications technology (ICT) proficiency and
usage has been identified through research. Critical Reflection of several critical incidences
has shown the need to more effectively manage and deliver on certain aspects of my
business. Following this reflective process, it was proposed to test the hypothesis, as
submitted in my research proposal (Appendix 1), that an improvement to my professional
working practice could be achieved through the introduction of ICT and blended learning.
This paper reports on the research undertaken which tests the affect and extent of
improvement to my working practices by the introduction of ICT through blended learning in
the management and delivery of language courses.
To lay a foundation for this research, a detailed review of literature pertaining to the use of
ICT and blended learning delivery within education and training was undertaken. The
following is a review of that part of literature as it relates to the research questions.
How literature defines blended learning and its application
Blended learning may be defined as the use of two or more learning 'mechanisms' in a
learning programme (Singh 2003). Mechanisms being delivery tools, which are mutually
productive in helping, achieve a learning goal. Nowadays it is hard to imagine blended
learning without ICT elements and increasingly difficult not to have an element of online
communication in that ICT mix. Most commentators refer to blended learning as a mix of
face-to-face learning, coupled with ICT (Bonk & Graham 2006; Owston et al 2006;
MacDonald 2006; Sharma & Barrett 2007; Jordan et al 2008).
History
Blended learning is not new in education, in the early 1970`s, the British Broadcasting
Corporation began to broadcast televised lectures on behalf of the Open University who
began teaching sciences through a mix of synchronized learning (residential classes), a-
synchronized learning (lectures through the BBC), supported with traditional learning
2 Work Based Major Project - CB345998S/D. Author: SID0715814 (2010)
materials. The belief being that emerging communication technologies could bring about new
learning opportunities (Open University n.d.). Moore (2006, xxiv) in the forward to the
Handbook of Blended Learning (a most excellent book and the first read for any educator
considering introducing blended learning systems to their classroom/practice) reminds us
that blended learning was already well established in the USA in the early 1930's with
blended classroom and media delivery (supervised correspondence study).
With the advent of high-speed internet and changing technology, blended learning became a
'buzz word' in the late 1990`s together with e-learning - a modern constituent of blended
learning. Initially popular in industry (MacDonald 2006), both mainstream and higher
education actively began to develop and promote curricula delivered through blended
learning. This lead to respected authors in the field to describe blended learning as a
learning mix sandwiched between classroom rich media and pure online delivery (Garrison &
Kanuka 2004), implying online components. However Wilson & Smilanich (2005, p12) have
wrestled the term back as one of 'the application of two or more methods or solutions to a
training need', which they qualified as being solutions best applied to meet particular training
needs.
Application
Various categories of 'blend' exist (table 1); as Bonk & Graham (2006, p.13) point out, each
blend has its own foci. Dziuban et al (2005, p.96) successfully argue that the divide should
not simply be one of different recipes of components, but that a pedagogical re-evaluation is
necessary to achieve a blended learning harmony. This is subsequently supported by case
studies (Hall & Davidson 2007; Sulčič & Duŝan 2007; Kahn, 2005). Sulčič & Duŝan (2007,
p.127) show how ICT does not necessarily equate to successful e-learning and that blended
learning in education does not necessarily mean that education is being improved, simply
that the opportunities for acquiring new knowledge (sources) have changed. In a most
recent case study, Lars & Kasper (2009) compared learning and knowledge retention
between traditional and e-learning environments. They found that while e-learning clearly
outperformed classroom training in terms of learning and efficiency, retention of knowledge
was the same three months after completion.
Categories of Blended learning systems

Enabling blends Primary focus on addressing issues of access – for example, blends that are
intended to provide additional flexibility to the learners or blends that attempt
to provide the same opportunities or learning experience but through a
different modality.
Enhancing blends Allow incremental changes to the pedagogy but do not radically change the
way teaching and learning occur. This can occur at both ends of the
spectrum. For example, in a traditional face-to-face learning environment,
additional resources and perhaps some supplementary materials may be
included.
Transforming blends Blends that allow radical transformation of pedagogy – for example, a change

from a model where learners are just receivers of information to a model
where learners actively construct knowledge through dynamic interactions.
These types of blends enable intellectual activity that was not practically
possible without the technology.
Table 1. Categories of Blended Learning Systems (Bonk & Graham 2006, p.13)
This begs the question; why then is e-learning so popular? Efficiency seems to be the key
word (Rosenberg 2006, p.22).
It is to efficiency as applied to my practice which I look to in my research questions:
 efficiency of time management,
 efficiency of delivery of teaching and
 efficiency of product.
Education will not adapt to or change itself for emerging technologies. What education will
do, is doing, is it will embrace emerging technologies for its own efficiencies. As Beetham &
Sharpe (2009, p.3) remind us, our task is to locate emerging technologies into fields of
proven practice and teaching models. Yes, pedagogies are surely being evaluated in light of
the impact of blended learning on the way we teach and learn, but blended learning will
never lead education. For the student it becomes an efficiency of source, for the teacher it
becomes an efficiency of delivery and for the manager it becomes an efficiency of
organisation. What the diversity of literature clearly shows is that blended learning is here to
stay. The central theme running through almost all cited literature is that blended learning
affords opportunity. It is with these three efficiencies in mind that blended learning shall be
tested on my practice.
How literature pertains to the research questions.
Efficiency of Teacher & Efficiency of Student

• Practice improvement through efficiency of teacher may be testable through teaching
delivery (research question 2).
• The efficiency of student is an end concern of my product – successfully reached
learning outcomes of a language course, attained through a quality product (research
question 3).
Sharpe and Oliver (2009, p.49) show us the importance of ensuring that the incorporation of
technology in classroom delivery is reflected on with explicit reasoning of purpose as against
the purpose of the course. As they further explain, simply using technology for its own sake,
alongside existing tools may not necessarily lead to success (ibid). Blended learning shall
require a balance between innovation and production, i.e., delivery (Bonk & Graham 2006,
p16). However Dziuban et al, (2005) argue that care must be exercised to ensure that a
reflection does not separate components – blended learning should be seen in a singularity.
MacDonald (2006, p.23) in asking what makes for good blended learning intervention,
presents the reader with the following table (table 2).
Quality in Intervention
• affective – confidence building
• dialogic – tailoring to individual needs
• focusing – bringing study to the fore
• reflective – allowing time to think
• timely – arriving when relevant and useful
• reversionable – using support to individual as well as group
• accessible – available to maximum number to students
Table 2. Quality in Intervention (MacDonald 2006).
Against these attributes as a base for the focus of quality in the sense of research questions
2 and 3, blended learning will be tested.
For the student blended learning has the efficiency of two major components, satisfaction of
learning engagement and new communication ability (Dziuban et al 2005, p.97).
Efficiency of Manager
Efficiency of manager through the application of blended learning within my practice shall
test research question 1.
Most literature, when discussing efficiency of management, refers to savings in resources
and time from a 'bottom line' perspective – this being one of the reasons for the rush to e-
learning in the late 1990's. As a self-employed teacher and not having support in an
'organization' sense, the demands upon limited resources and time are great.
Literature suggests that blended learning can relieve some of this burden. Downes (2008),
speaking on the future of online learning, shows how great potential savings are envisaged.
For the management of education this is achieved through a relief on resources. Lewis &
Orton (2006, p74) when reflecting on a programme of blended learning within IBM noted how
their newly introduced frameworks brought not just cost savings, but allowed IBM the
flexibility to change and develop with a changing world.
Conclusion
Bonk and Graham's (2006) listed categories of blended learning (table 1) made me
somewhat nervous at first, for example: enhancing blends to allow for 'incremental changes
to the pedagogy'. Blended learning may allow for the development of pedagogies, but it is not

that blended learning itself causes that development. Blended learning must be taken to
mean a delivery mechanism. Carlile & Stack, (2008, p.227) propose the term 'blended
teaching and learning methodologies'. However Bonk & Graham do recognise this through
the use of the word 'systems' in their description (ibid).
This is a point which was lost on many commentators up to the early part of this decade, or
at a minimum, there was a rush to test the belief in how blended learning or e-learning will
transform fundamental pedagogical theories. Sulčič & Duŝan (2007) stated how, like the dot-
com bubble bursting, so too did e-learning and we reached a stage of 'sobriety'. However as
yet we have seen no new paradigms. Yes it will bring opportunities to learning and wonderful
opportunities which have yet still to be conceived – so is the nature of ICT.
What literature shows is the 'how, why and what if' of blended learning and what this means
to the educator in terms of design and delivery strategies of pedagogies.
Available literature on blended learning mirrors the exponent character of ICT. What has
been presented here is literature pertinent to the research objectives. What is shown is the
potential blended learning has to change delivery of education. As Downes (2008 p.48)
opined, it can bring new 'vision' and open up resources to allow education to do what it is
designed to do and that is to liberate. As an educator, and social research practitioner, that is
a goal and responsibility I must strive for.
A final word
I would suggest the key is one of 'strategies of structure’; this is what ICT and blended
learning offer the educator and the approach to my research.
LO 2: Methodology
As mention, as a reflective practitioner, several critical incidents caused reflection on work
practices within my organisation. It decided to undertake research designed to explore and
analyse certain aspects of practice, gain and apply new knowledge (learn) so as to improve
that practice and in turn produce research which would be beneficial to my profession.
Action inquiry was chosen to conduct this research.
Action inquiry is a well settled research methodology, practiced principally within social
sciences. Tripp (2003) shows how action inquiry is a family of reflective methods, critical
reflective practice and action research being just two, the principal characteristic of which he
describes as the 'deliberate use of any kind of a plan, act, describe, review cycle for inquiry
into action in a field of practice'. It is action lead (McNiff et al 1996, p.14), seeks new
knowledge, which when tested, informs one's practice.

Designed to facilitate the application of new knowledge gained through cyclic reflective
processes, action research is a most effective method for improving the practitioner’s
professional practice, and adding to the body of research within one's profession. Through
non-competitive and collaborative shared vision, it has the power to transform one's
organisation (Torbert et al 2004 p. 9). Action research is a guiding method by which we (sic.
Reflective Practitioners) organize our everyday inquiries and action” (Chandler & Torbert
2003, p.134).
A justification of Methodology
Having identified aspects of my professional practice which I intend to improve, a research
proposal was presented to fellow researchers and tutors; critical review was noted and
appropriate adjustments made (appendix 1).
Through a reflective process (see table 3), various methodological approaches and research
methods were considered for their potential in answering the research questions - this being
a goal of methodology justification (O´Leary 2010, p.91).
Table 3. Typology of research methods. SID 0715814, 2010

Methods Suitability to Author´s research
needs
Positivism Experimentation Not considered – No perceived
Quantitative, Scientific and use for quantitative scientific
Clinical. data, no perceived
circumstances in which the need
Sub-divided into for controlled experimentation
• Pre- experimental should arise.
• Quasi-experimental
• True-experimental
(Gibbons & Herman1997)
High degree of knowledge in

subject area and of variables
needed – 'the epitome of fixed
design' (Robinson 2007 p.38)
Survey Possible use of this research

Quantitative – typically method as a supplementary
produces statistical data – research form, particularly for
seeks answers to set research sub-question 3.
questions from defined
audience (Robinson 2007,
p.41)
Anti-Positivism Evaluation Research Expected use of this form of
Interpretative paradigm. Qualitative in form, can have research, particularly when
quantitative aspects. conducting critical reflection on
Emphasizing human Action based evaluation of critical incidents and the probing
interpretation and reaction to variables. of governing variables.
daily phenomena; marked by The research construct for
three schools of thought, double-loop reflection.
namely, Phenomenology,
ethno- methodology and
symbolicinteractionism (Dash
2005).
Case Studies No perceived justification for the
Qualitative in nature, case use of a case study in light of
studies are subjective, thereby research questions.
allowing for the researchers
own interpretations.
Quantitative analysis difficult to

control. Singular and tight
focus may lead to complex
variables (Garson 2008).
A valuable research tool in

social sciences (Flyybjerg
2006).
Ethnographic Research Not considered necessary having
Qualitative in nature. May be regard to the nature of this
quantitative but only in a inquiry.
subordinate role (Genzuk
1999). As high emphasis on pedagogic
theory is expected, ethnographic
Research in the field of human research literature will however,
nature and typically conducted be relied on.
over time into the social
workings of man; artistic and
cultural as opposed to analytic
human activity (Garson 2008).
Phenomenology Although this inquiry shall be

dealing with existing phenomena,
Qualitative in nature. The phenomenology which seeks to
research of phenomena explore the 'essence of lived
through reflective exploration experience' (Van Manen 1990
which leads to 'a different way cited in Campbell 1997) is too
of knowledge being narrow in application to use as
constructed' (Campbell 1997). the principal research method.
Narrative Research Although some critical reflective

thought may be given to personal
Qualitative and reflective which experiences of the author arising
stems from “a view of human from critical incidents, the use of
experience” Clandinin et al narrative research as a
2007, p.22). subordinate or supplementary
research method is not
Used in social sciences as a envisaged.
research form where 'an
intense personal account of
human experience is reflected
on' (Gray1998 cited in Bell
1999 p.16)
Paradigm of Critical Theory- Action Research The leading form of educational

Qualitative in nature, the flag- research, which according to
Critical theory and ship of the qualitative McNiff & Whitehead (2005, p.2) is
postmodern scholarship paradigm. use in the “initial and continuing
(Gephart 1999). Quantitative components professional learning of teachers
possible. and other professionals”
Three types of critical
inquiry: The possibility to use

Technical, practical and quantitative data is a positive
emancipating (Habermas factor as such data can be
1970 cited in Dash 2005). reasonably expected to be
Widely used in action collected in attempting to answer
research, (ibid). research sub-question 1.
Participatory and Having successfully engaged

collaborative - it demands action research within my
dialog between researcher organisation, it is, in effect, a
and researched. continuance of aspects of
previous action inquiries.
It is well justified.
Grounded Theory – a 'specific methodology...for building theory' (Corbin & Strauss 1998. p.1)
which offers a theoretical explanation of action; an inductive methodology (Rhine 2009).
Neither qualitative nor quantitative, but may be used with either qualitative or quantitative data,
(ibid).
It is proposed to use grounded theory in the analysis of collected data.

Documentary analysis
Interpretive – Qualitative with critical revision.
Positive - Quantitative
Most widely used form of supplementary research.
Documentary analysis will be used to support the research.
Conclusion
Table 3 when read together with table 3 of appendix 1 (page 10) clearly shows the methods
available to pursue this research. As a practitioner wishing to examine my practice, action
research with the appropriate reflective cycles, will allow the exploration of that practice. It
will allow the acquisition of new knowledge and with this new knowledge, answer the
underlying research question “how can I improve my practice” (McNiff et al 1996; Whitehead
1999; Delong 2002).
The use of action research as the principal research method is clearly justified.
Justifying Reflective Cycle Model

The correct choice of reflective model(s) is critical to the success of the research.
Consideration must be given to one's own learning style, which is, of course, tempered with
the needs of the inquiry. This is a balance that the researcher must find. After careful
research, it was proposed to use Kolb`s 1984 model as adapted by Carr & Kemmis (1986),
(figure1). This reflective cycle allows for planning, implementation, observation and reflection,
thus gaining knowledge and experience with which to inform further cycles. The interaction
characteristics of this 4 stage model allow for a clear, systematic and clinical approach to an
inquiry. Such an approach contributes to validation and reliability standards, thus easing
bias where the focus of the inquiry is primarily on the practitioner researcher. Kolb (1984,
p.41) sees this learning as the transformation of knowledge gained through experience. This
is what Schön (1983) was referring to when speaking about practitioner success in
understanding ambiguity and complexity; experience is not simply gained through
knowledge, but through “reflection-in-action”.
Figure 1. Cycles of research, (Kolb 1984 adapted by Carr & Kemmis 1986 cited by Jane Down 2008).
Data collection methods
Extensive research was conducted into the best methods of data collation and interpretation
methods having regard to the nature of the inquiry, my organisation`s structure and
triangulation requirements (see paragraph 1.5).
Inquiry Learning Journal

A dedicated learning journal was constructed and
sectioned for each group; it included:
 data regarding in-lesson ICT usage.
 feedback questionnaires and in-lesson
commentary, including the lesson´s own
“one minute feedback” mechanism, (see Picture 1. The Inquiry Learning
Figure 7 Kolb´s appendix 2). Journal
SID 1075814, 2010.
Model  the recording of critical incidents and
artefacts.
 the use of a reflective tool drafted to reflect on and examine critical incidents
and devise action plans (appendix 3).
 the recording lesson preparation time.
 a researcher diary.
This journal facilitated the gathering, collation and storage of data which answered the
research questions. Observational Data - recorded in the researcher diary gave continuity of
reflection. This lead to the collection of qualitative data and through triangulation, helped
reduce possible researcher bias, as correctly opinionated by Robson (2007, p.87).
Feedback from participants in the form of semi-structured group interviews and individual
questionnaires aided data collection and informed questions 2 and 3.
Collection of quantitative data regarding ICT usage recorded in logs helped to inform
questions 1, 2, and 3.
Continuous systematic critical incident analysis, triangulated with sourced data helped inform
emerging patterns and plan action strategies.
Triangulation
Rigour was brought to the research through the triangulation of data which helped ensure the
validity and reliability of collected data (Mills 2007 p. 79; Robson 2007 p.70), (see figure1
Page 13, appendix 1). The triangulation of data was assisted by a critical friend (McNiff
&Whitehead 2005, p.94), a pedagogue with considerable classroom experience.
Data analysis
Rigorous research saw the building of conceptual categories which proposed theoretical
explanations to observed data (Rhein 2008). This grounded theory approach ensured the
continuing evaluation of data, while forcing the defence of collated data from the critical
evaluation of the critical friend, further helping identify and restrain possible bias, while
ensuring assessment for validity and reliability.
Audience
The Target audience:
Research participants
Participant Client Company
Client language school
Wider audience within language teaching
As this research is also conducted in part fulfilment of a research degree, my fellow

researchers, research facilitators and university examiners are a targeted audience.
Ethics
Relevant Ethical Issues Addressed

In keeping with well settled social research ethical practice and procedure (BERA 2004),
comprehensive research was conducted with and within the client company. The necessary
permissions and access were obtained; safety and security parameters were set by the

company board, this then allowed for internal information technology (IT) access parameters
to be set, so as to facilitate the inquiry.
Representations were made to the Workers' Council1 within the company outlining the
proposed research and 'work-time' internet access permissions for the worker-students.
Following proper ethical standards, retractable full and informed consent was received from
all participants (BERA 2004, p.6; McNiff & Whitehead 2005, p.33; Anglia Ruskin University
2005). All requested undertakings, including the provisions of the German Federal Data
Protection Act, 2002 (Federal Ministry of Interior 2002), were given and adhered to.
From its nature, the direction and parameters of action research are subject to change. As
new knowledge is found, permissions had to be re-negotiated (Gayle 2006, p.80). This
aspect of the research dictated that ethical consideration be kept under consent review to
meet new and emerging ethical demands and conflicts which arose. Oliver (2003 p.45)
envisaged the need for such contingency. Such consideration also applied to the process of
dissemination (Bell 1999, p.38). However a good understanding of the ethical dynamics of
one´s research, together with detailed planning helps ensure against ethical conflicts.
A comprehensive document 'Ethics Charter' (see appendix 3a) was given to all participants.
This document detailed ethical considerations, objectives and constraints of the research,
and included a retractable form of consent in keeping with the highest ethical standards of
Anglia Ruskin University (2005, B.27.2).
Referred to throughout this paper as students, the research participants are all adults of full
legal age. No data was sourced or collected from minors.
LO 3 - An account of the research
Action Research Title

An Action Inquiry into improving the use of Information Communication Technologies
in adult education.
Action Research Questions
1. How will the facilitation of blended learning improve my time management within my
organisation?
1
Found in many European jurisdictions – a legislative constituted supervisory body of workers
representing workers interests at board level. Similar to the UK`s worker representative,
2. How will the facilitation of blended learning in language groups improve on my
teaching delivery?
3. How will the use of Information communication technologies improve my product

quality?
Cycle One
Plan
The action research was carried out with the participants of four language groups within a
client company (table 4).
From a logistical point of view it was considered to confine the research to one client. This
relieved the necessity of having to coordinate 'adjusted' data between different courses/client
needs during the research and also to avoid possible conflicting ethical parameters (e.g.
open group course with private clients and worker-students from different firms etc.). This
client company was chosen as its four participating language groups are broadly
representative of the groups and range of syllabus I teach. Access to the client's modern ICT
facilities was also a consideration.
Table 4. Participating Groups/Co-researchers

Client company with 4 Size (amount of Students) Language competence Level
language groups grading system. Council of
Europe´s Language grading
Group Name Level called Global Grading.2
Wichita 14 A2/B1
Seattle 12 B1+
Dallas 14 B2
Spokane 14 C1
Act
The planned timeframe for the first cycle was four full lessons. This was considered
necessary on several grounds, namely:
1. Absenteeism. Due to of a high rate of student non-attendance, it was felt that there
was a real risk to the collection of data to inform research question 2.
2. In attempting to answer research question 1, it was considered appropriate to

conduct certain management tasks repetitively so as to gain a more accurate and
reliable picture of management practices, specifically the area of lesson preparation
and delivery.
3. If was also considered necessary to allow sufficient time for the observation of ICT
use by students out of class, so as to measure the impact of ICT on lessons.
2
2001 Common European Framework of Reference for Languages by the Council of Europe, to set a
European wide standard., see: http://www.coe.int/T/DG4/Portfolio/?L=E&M=/main_pages/levels.html

This extended cycle allowed for the collation of sufficient data, thus adding weight to the
research and helping to show validity and reliability.
Lessons took place one day per week (lesson day) on the client´s premises.
As part of the introduction of ICT, It was planned that lesson material would be delivered via
electronic source in advance of each lesson. A dedicated password protected web site was
established for each of the participating groups (appendix 4). Course material was uploaded
to their respective web sites several days before each lesson.
Unavoidably the first cycle only proceeded through three lessons days, as lessons were
cancelled by the client over the Christmas period. However, online web sites facilitated the
posting of extra study material for this extended break.
Lesson delivery times and methods were carefully recorded and logged into the inquiry
learning journal, (Appendix 5.).
A laptop computer with projector was utilized in the classroom. As part of ICT facilitation, the
sourcing and conversion of appropriate course material into different formats began. This
included:
 video,
 PowerPoint® presentation documents
 Portable Document Format (PDF) documents.
Language exercises were posted to group web sites, as were several links to suitable
YouTube® postings.
Throughout this cycle, observations and commentary were noted into the inquiry`s learning
journal. Feedback was gathered from the lesson's 'one minute feedback' mechanism and
through a semi-structured questionnaire.
Critical incidents were identified and recorded. ICT usage within the lessons was also
recorded, as too was the use of group web sites. A record of lesson management was also
kept, including time-outlay for the delivery of lesson material.
Observe

Adjustments were made after the first lesson day to allow for students who had yet to
properly access their group's web site or who failed to download lesson material (see
appendix 6). This was recorded as critical incident 1.
Uploading a calculated average of three two-paged (A4 sized) exercises per lesson saw no
real discernable time difference over printing and sorting copies into a file - 3:45 min and
4:15 respectively.
As the actual preparation methods of course material had not changed, only time spent on
the delivery through new media was recorded. There was no real meaningful extra time for
in-class lesson preparation, the setting-up of the lesson laptop and projector took under 2
minutes. Below in table 5 is an overview of data taken from the inquiry learning journal.
Table 5. Extract from Learning Journal Data

Use of Projector Wichita Seattle Dallas Spokane
/Laptop per lesson
Lesson 90 minutes
duration
wk 1 52 minutes 56 minutes 80 minutes 80 minutes

wk 2 50 minutes 50 Minutes 90 minutes 40 minutes
wk 3 cancelled -- -- -- --
wk 4 60 minutes 55 minutes 90 minutes 60 minutes
Percentage 60% of total 44% of total 92% of total 66% of total
of total lesson time lesson time lesson time lesson time lesson time
In-class PPT: 30 min. PPT: 50 min. PPT: 30 min. PPT 60 min.
New media delivered Video: 82 min. Video: 66 min Video: 28 min. Video 33 min.
in minutes Online 20 min. Online 20 min. Online:130 min. Online --
Teacher time outlay for online usage outside of classroom

Online: all visits, including site moderation, replying to commentary etc.
wk 1 25 min. 25 min. 75 min. 15 min.
wk 2 15 min. 15 min. 25 min. 15 min.
wk 3 Recorded one hour for postings to all four sites
wk 4 15 min. 15 min. 20 min. 15 min.
Approximate times recorded for online work. Adjustments to figures allow for the initial testing and
replying to site invitations.
Approximate 15 min. 15 min. 40 min. 15 min.
average time
outlay per week*
*Adjustments made for week one to allow for registration of group members and teething problems
with passwords etc.
Dallas group higher time outlay due to a specific request to correct/review letter writing exercises
posted to site.
Quantitative data from the group web sites proved unhelpful as figures may be distorted by
multiple daily visits by individual members - the site only shows daily hits.
The higher time outlay necessary for the Dallas group is accounted by lesson subject
(correspondence and email) and their posting of completed homework. When adjusted, this

data shows the time necessary to manage each of the web sites was approximately 15
minutes per week.
Students were given a questionnaire during the final lesson of the cycle. I was keen to avoid
questions and commentary on the theory, practice and quality of teaching methods, as the
students may not be qualified to give such informed opinion (Marsh & Roche 1997). Reliance
on such opinion could then have had serious implications as to validity and reliability of data.
Such a difficulty with teacher evaluations underpinned the necessity for a qualified third-party
in the review process, hence the critical friend.
Data from questionnaires was then collated (Table 6).

Language Group: Wichita A2/B1 (14 Members) 12 Respondents Completely Completely
Date: 7 January 2010 disagree - + agree
We have now been working together with a new lesson format. How do you rate this?
Wir arbeiten seit einiger Zeit mit einem neuen Unterrichtskonsept. Wie beurteilen Sie
dieses?
1 2 3 4 5 6 7
The greater use of ICT has improved the lessons.
Der vermehrte Gebrauch von ICT hat den Unterricht verbessert. 2 10
The blend of different media with our lessons has improved my learning.
Die Mischung verschiedener Medien in unserem Unterricht hat mein Lernen verbessert. 2 8 2
I see the group web site as helpful to my language course.
Für mich ist die Gruppen-Webseite, in Bezug auf meine Englisch-Kurse, hilfreich. 4 2 1 5
Being able to review lesson material such as the PowerPoint® and video on our web
site is a great help to my learning. 2 10
Die Möglichkeit Unterrichtsmaterial, wie PowerPoint® und Videos, auf unserer Webseite
noch einmal durchsehen zu können, ist für mein Lernen eine große Hilfe.
The time needed to download material from our web site is time I am willing to spend. Only 11 answered 1 3 4 3
Die Zeit, die ich zum Herunterladen von Material benötige, investiere ich gern.
The lesson-material is better presented. 7 2 3
Das Unterrichtsmaterial wird besser präsentiert.
The lesson is more organised. 5 7
Der Unterricht ist besser organisiert.
The teacher is more organised. Only 11 answered 5 6
Der Dozent ist besser organisiert.
In my opinion, the quality of our lessons has improved. Only 11 answered 5 6
Meiner Meinung nach hat sich die Qualität des Unterrichts verbessert.
I am happy with the change in the course-format. Only 11 answered 2 9
Mit der Veränderung des Kurskonseptes bin ich zufrieden.
Any comments (negative or positive) or Ideas?
Completely Completely
Language Group: Seattle B1 (14 members) 10 Respondents disagree - + agree
Date: 7 January 2010
1 2 3 4 5 6 7
The greater use of ICT has improved the lessons. 1 9

The blend of different media with our lessons has improved my learning. 1 9
I see the group web site as helpful to my language course. 10
Being able to review lesson material such as the PowerPoint® and video on our web 10
site is a great help to my learning.
The time needed to download material from our web site is time I am willing to spend. 1 9
The lesson material is better presented. 7 3
The lesson is more organised. 1 9
The teacher is more organised. 5 4 1
In my opinion, the quality of our lessons has improved. 1 9
I am happy with the change in course format. 10
Language Group: Dallas B2 (12 members) 10 respondents Completely Completely

1 2 3 4 5 6 7

The greater use of ICT has improved the lessons. 10
The blend of different media with our lessons has improved my learning. 10
I see the group web site as helpful to my language course. 10
Being able to review lesson material such as the PowerPoint® and video on our web 10
The time needed to download material from our web site is time I am willing to spend. 10
The lesson is more organised. 10
The teacher is more organised. (only 4 answered this question) 1 3 ?
In my opinion, the quality of our lessons has improved. 10
Language Group: Spokane C1 (14 members) 8 Respondents Completely Completely

1 2 3 4 5 6 7
The greater use of ICT has improved the lessons. 8
The blend of different media with our lessons has improved my learning. 8
I see the group web site as helpful to my language course. 1 7
Being able to review lesson material such as the PowerPoint® and video on our web 2 6
The time needed to download material from our web site is time I am willing to spend. 2 1 5
The lesson is more organised. 8
The teacher is more organised. 6 2
In my opinion, the quality of our lessons has improved. 8

Table 6. Four Groups - student questionnaires – collated answers.

Data from table 6 demonstrates that students perceived the introduction of ICT as having
improved the lessons. This “qualitative” opinion of student is justified when triangulated with
teacher observation and importantly with in-lesson student commentary. As a learning
support, the use of new media via the group web sites was seen as positive.
A single negative answer generated by the questionnaire concerned students having to

download material from the web. This was viewed by one respondent negatively with 5
respondents taking no position.
Data when triangulated built a picture which is generally representative of the questionnaire
data as the following extracts show, (table 7).
Table 7. Extract of triangulation of data sources SID0715814, 2010

Source: One minute feedback Questionnaire with Researcher Field
or in class Student comment observations
Data commentary
Regarding the 'Thanks for posting. 'It is useful to have 'Those with papers,
availability of material We can work with our papers before lessons, better prepared' (Dallas
outside of the exercises at our own I can read the papers 17th December 2009)
classroom. pace and level. I could alone' (sic)
check new vocabulary' 'Discussion on video –
Spokane lesson 17 All informed on subject'
December 2009 (ibid)
Regarding quality of 'Use of projector is 'ICT use has improved CI recorded 17th
lessons excellent' Wichita 10 lessons' December 2009 –
December 2009 37 from 40 Seattle group.
respondents in “The students were
absolute agreement able to remain more
with 3 in strong focused on the plan
agreement while discussing ideas”
New media in “I think the use of video 29 absolutely agree 'Web site worked
classroom is positive is very good idea. The 9 strongly agree brilliant ...4 laptops in
beamer (sic projector) 2 agree class'
works well for showing Dallas 10th December
exercises” 2009.
Critical feedback from the inquiry's critical friend agreed that observations and findings as
triangulated were based on sound data. During discussions it was suggested that the use of
ICT be approached and adapted - based on student ability and need - in the same manner
as lesson material.
The Wichita group´s answers suggested reluctance in downloading lesson material and web
usage. This finding has relevance in answering research question 2 as it suggested that my
delivery may actually have had a negative impact.
A critical incident (appendix 7) arose in the preparation of material for the final lesson day of
the cycle. This caused duplication of lesson material in printed and electronic formats.
Reflect
The introduction of new media to each language course was straightforward and required
minimal time outlay. The initial setting up of the group sites took just two hours.
Critical reflection of Critical incidents 1 & 2 using a reflective tool (see appendix 8) was
conducted. Knowledge gathered from this was triangulated by cross referencing with
observational data and student feedback. The resulting conclusion was that too much
reliance had been placed on electronic delivery of lesson material.
However it was shown was the ability to successfully deliver extra material in lieu of the
cancelled lesson day, allowed a continuance of coursework which otherwise would not have
been practical.
In table 8 is a comparison of MacDonald's (2006) 'quality of intervention' with data findings.
Quality in Intervention
• affective – confidence building Not answered – no direct qualitative evidence. Some
reluctance to use.
Teacher – Confidence in ICT usage recorded in lesson
report as 'Excellent lesson'
• dialogic – tailoring to individual Shown through flexibility of ICT – Answering of individual
needs online requests for corrections.
Out of class delivery of learning material.
• focusing – bringing study to the The use of ICT has allowed greater freedom for the students,
fore answers can be displayed without the need to have an
answer read out two or three times, thus helping focus on
particular learning outcomes.
• reflective – allowing time to think Uploading of material and solutions for self-correction and
learning has allowed student greater flexibility to reflect on
exercises. Reflective action by teacher in considered
response to new asynchronous element of course.
• timely – arriving when relevant Considered material delivery using ICT ensured relevance.
and useful Online element planned with course timetable.
• reversionable – using support to Achieved – seen through individual and well as group
individual as well as group interventions on web sites, e.g. replying to individual
homework and posting group work.
• accessible – available to Not fully achieved – difficulties with group web sites.
maximum number to students Reluctance to access sites
Table 8. Quality in Intervention after MacDonald (2006). SID0715814, 2010
Based against these intervention criteria it is shown how the mechanics of blended learning
have impacted on practices.

To attempt to understand the differing group views to ICT usage, so as to help inform
research question 2, research was conducted into make-up and attitudes of each group
(table 9).
Table 9. Group make-up and observations

Group and Work area /department composition Observations
size and was a grounding factor in the
language original formation of each group
level
Wichita – 14 This group comprises of 11 trade In discussions it emerged that the majority found
A2/B1 persons, nine of whom are Master English lessons a convenient break away from
craft persons. their work stations.
Two work as administrators and Although all wanted to learn English and found
there is one sales person English somewhat useful to their work, there
appeared to be no collective motivation to learn
English.
Seattle – 12 This group is mainly comprises of Enjoy English and are happy at opportunity.
B1 administration staff. Two are trade Enjoy homework. Willing to give own time.
persons (electricians) one is a
security officer.
Dallas – 14 This group are mainly team leaders A desire and willingness to push the use of new
B2 and mid-managers being engineers media within lessons and greater reliance on
and senior master crafts persons ICT.
involved in design. As team leaders and mid-managers the use of
ICT in the workplace is common.
Enthusiastic for ICT – most members come with
own laptops.
English is the required business language and

the goal to learn English appeared for this group
to be very important.
Spokane – This group are mostly administrative Demand for very specific and defined course
14 team leaders and mid managers. content.
C2 Most have a technical professional Course content defined by job roles. Does not
qualification. allow for the pleasure of YouTube videos on
subjects of amusing interest – a video clip from
the British comedy “Faulty Towers” was used as
the basis for discussion training exercise
Stark contrast between groups was revealed, which suggests that due to the work and
qualifications of the individual student, the dynamics of the group is affected. A strong
indication of occupation – personal time divide was also shown. The Wichita group found
English as a welcome distraction from work, whereas a lack of enthusiasm regarding
different media usage and web support for the Spokane group was attributed to their
precisely defined areas of interest (job specific related goals) and higher time expense.
This would indicate that same care and attention must be given to the virtual classroom and
material as is needed for the traditional classroom, as supported by Kukulsaka-Hume &
Traxler (2007, p.189). It also show the necessity of proper pedagogical evaluation as
suggested in literature (Hall & Davidson 2007; Sulčič & Duŝan 2007; Kahn, 2005) This

simple and basic pedagogic principal had been overlooked in the rush to use ICT. As
Beetham & Sharpe's (2007, p.3) catchphrase reminds us: 'Pedagogy before technology'.
Conclusions
To research question one, interpretation of data showed no real change in lesson
preparation time. Critical incident 1 has shown that the new lesson material delivery method
actually has the potential to cost time and to disrupt lessons. The facilitation of blended
learning caused no discernable improvement to my time management.
Improvement in teaching delivery was evidenced from observations and collected data. The
new media used in the teaching delivery widened students’ exposure to more knowledge and
aided learning. For example, the use of a computer and projector has allowed greater
freedom for the students, answers can be displayed without the need to have an answer
read out two or three times. In answer to research question 2, this data has shown that the
introduction of blended learning into my language groups has improved my teaching delivery.
The use of internet, as well as ICT within the classroom has allowed for a greater range of
valuable resources to be added to lessons (see table 5). This has lead to an overall increase
in product flexibility. Personal observations recorded in to my learning journal, together with
comments and observations from my students have demonstrated agreement that the
introduction of ICT has caused an improvement in lessons. Whilst it may be argued that this
does not necessarily equate to quality, it does show that a foundation to improve on lesson
product has been laid. By maintaining quality of authorship and presentation - not just
packing more into a lesson- the end product is enhanced by ICT. In that sense, it is felt
confident to state, in answer to research question 3, that quality of the delivered product
(language course) has been improved.
Cycle Two
Plan
Using a reflective tool to explore Argyris and Schön' s (1974) single- and double-loop
learning - taken from an initial idea by Anderson (1994) (see figure 2) - critical reflection on
critical incident 2 caused further research to be carried out into lesson material delivery via
web based platforms. This reflective process is set out in table 10.

Figure 2. Argyris and Schön's (1974) single- and double-loop learning after Anderson (1994).
As a result, it was decided to transfer the groups’ web sites to a new the platform and see
what changes, if any, would occur in lesson delivery efficiency.
The Posterous® platform was chosen. This platform differs from mainstream sites; in that it
manages all uploads, streaming a wide range of rich media. Importantly this is done through
one's own email system; postings/uploads are sent to and from the site by email (figure 3.).
Critically the site simultaneously sends an email (with hyperlinks to attachments) to each
member informing them of a posting. This would relive the necessity to print out hard copies
thus removing the underlying governing variable which caused this duplication, (see 2 & 3,
appendix 8).
As data has shown, no real improvement in time management has occurred. Therefore it
was decided to slightly alter the lesson delivery format by the introduction of a four lesson
block of material (lesson booklet) to be delivered via the groups' web sites.

Figure 3. Screen shot of mailing system SID0715814, 2010.
As part of the continuing review of ethical requirements, these new procedures were
negotiated and agreed to by the client and students.
Act
The new sites were setup with the agreed security settings.
A four lesson booklet for each group was uploaded to each site.
Observe
The preparation of the lesson booklet for each group took a combined three and a half hours.
This change in lesson material delivery resulted in a saving of approximately 4 ½ hours over
the cycle.
In-class use of ICT including media type was also fully recorded. The use of the class laptop
and projector was recorded as 'in full use' for each group and lesson. Each document used in
the lesson was shown by projector. Corrections and explanations were made on the
projected copies. The laptop and projector became a fully functional in-class tool. Critical
incident 3 (appendix 9.) shows the development of material presentation with ICT.

Observations of student participation and use of ICT continued. Continuous feedback was
sought and adjustments to ICT delivery were made:
'Can the homework answers be posted earlier' Seattle, 28 January 2010.
Students began to take a more active role in the sites. Both the Wichita and Dallas group
members posted learning material, (table 10).
Table 10. Student web site usage log

Group Site Activity 14th January - 18th February 2010
Wichita Six English language videos and four hyperlinks to English
internet sites were posted.
3 individuals posted comments in reply.
Seattle – 10 comments were posted to the site. Mainly 'thank
you'/acknowledgments for homework.
Dallas 18 postings were made over this 4 week period.
3 hyperlinks to English web sites were posted.
Two videos were posted.
Homework posted with requests for correction.
Spokane Least activity.
3 comments to course material were posted.
A record of time spent accessing, uploading extra material and moderating the various group
web sites was recorded. This data showed that the average time spent on the management
of each site remained largely unchanged at just under 15 minutes per week.
Reflect
The increased productive use of the web sites has justified their introduction. The uploading
of lesson booklets had an immediate effect, freeing-up the practitioner´s time.
The cycle saw the laptop and projector become a fully functional tool within lessons. Having
become more proficient with its use, I was able to access a range of media and resources for
lesson delivery, tackle unforeseen difficulties, for example a difficult translation request. The
laptop also brought more confidence and allowed for lessons to be more spontaneous, for
example the following is an entry from my learning journal '...jumped to web article about
shark attacks, very interesting – was student's request'. Previously I could only have dealt
with a request in a following lesson. Having resources 'live online' has brought a whole new
dimension to lesson delivery.
Conclusion
It is useful to look at the original research questions again and see how they have been
impacted upon.

1. How will the facilitation of blended learning improve my time management within the
organisation?
The introduction of ICT tools, particularly the web platform, has allowed for real time
savings – 4 ½ hours per month on the delivery of lesson material. This saving
compensates for the added time necessary for the managing of the web sites - 4
hours per month. However the real improvement in time management has come
about by the new flexibility offered – the ability to answer and correct homework
'online' at a time of choosing (Points 2, appendix 10).
2. How will the facilitation of blended learning in language groups improve on my

teaching delivery?
As shown, the use of a laptop has allowed a greater flexibility in teaching delivery,
both in class and through the group web sites.
3. How will the use of ICT improve my product quality?

This has been shown throughout both cycles. A greater range of media to deliver the
required course goals is available. The use of blended learning has raised product
quality by allowing students to gain more knowledge, training and practice from their
language course. Quality of product in the sense of higher and more effective use of
lesson material through ICT
The two outstanding qualities of intervention measurements - 'affective and accessible' -

have been answered. The new web platform is accessed and actively used by students,
through this active participation as new confidence is shown.
Cycle Three
Plan
On foot of critical incident 3 (Appendix 9), continuing observations and student feedback, it
was decided to draft lesson material with greater ICT intervention. It was proposed to see if
what impact, if any, a higher in-class ICT intervention would have on my delivery practice. It
was envisaged that by using an interactive format within documents the use of ICT would
increase. It was also decided to present students with homework exercises based on web
activities. This, it was planned would test changes, if any, to my lesson delivery and my time
management, with the emphasis on in-class time management. Would a higher interactive
document format impact on class time?

Act
Lesson material containing a high ICT intervention; internal hyperlinks, embedded
information and audio commentary was introduced, see figure 10 below.
Field observations were continued and recorded as were critical incidences.
Observe
From field observations, it was shown that lesson delivery had taken on a whole new
dynamic (appendix 11).
The recording of qualitative data on lesson delivery brought rich data in regard to perceived
quality and lesson delivery as the comparison of teacher/student observations shows,
(appendix 11).
Continuous ICT usage has improved delivery and class time management.
Reflect
From the triangulation of collated data, including critical feedback, it was shown that the
greater use of ICT within the lesson had greatly improved on lesson delivery time, lesson
material and lesson quality. This new lesson dynamic possesses the five media categories of
Laurillard`s (1999) conversational model for student – facilitator – media interaction,
Laurillard (1999); Laurillard, (2002 cited by Sharpe and Oliver 2007, p.44), see table 11.
Table 11. Laurillard test,

Laurillard´s five Media Form: Material:
media categories Interactive Word® doc. Reading exercise – Dallas Group.
linking learning and Article on the black economy.
(ICT) e-activity
1. Narrative Downloaded from Web Site by Yes – article posted to group web site
Student. for homework reading.
2. Interactive Use of hyperlinking for translation Yes – Extensive use of hyperlinking to
and secondary information. translate specific words or to
reference phrases to online sources.
3. Adaptive Editing document for personal Yes - Document open to editing by
application/learning. students.
4. Communicative Document content used for Yes – Subject of article used as a
discussion. basis for class discussion.
5. Productive Transfer of learning to personal Yes – Business vocabulary and
practice phrases contained within article
relevant and applicable to students´
work environment.
This cycle has shown the success of fully integrating material with ICT usage and facilities.
For example, the simple use of hyperlinks in word documents enables the students to quickly
translate difficult/unknown words (Figure 5).

Figure 5. Word Document blended with ICT . SID 0715814, 2010.
Such new tools have benefited both teacher and student, and have been successful in the
new wider classroom (traditional and web).
Cycle Four
Plan
The inquiry has shown that ICT introduced into the classroom as a tool to be utilized is not
without its benefits to both student and teacher, it does have explicit value. Masie (2007 p.
25) reminds us that 'the magic is in the mix', but it must not only be a mix of curriculum
delivery and tools, as Lanni (2006) suggested, practitioners should consider not only ICT for
learning, but also learning through ICT.
As was evidenced in cycle 2, students began to actively use the ICT resources. It is
proposed in cycle 4 to test communicative language teaching (CLT) – facilitator lead student
learning (Bacon 2004) with ICT and computer assisted language training (CALT) and the
impact this will have on my practice. It is planned to achieve this by the introduction of a
lesson syllabus which requires the student to take more charge of his/her learning with the
teacher being the learning facilitator.
Conclusion
I believe that this inquiry has shown that with correct management, the use of ICT within a
language course can bring more learning opportunities. It can raise the quality of lesson
delivery and can reduce teacher time-input into lesson delivery.
What this action inquiry has also shown and which agrees with Hoffman (2007, p34), is that
blended learning in this technological age needs continuing assessment, change and
improvement. By introducing individual group web sites to the organization’s language
courses, which then became a base, a secondary classroom, opened up a whole range of
new teaching possibilities. As a result it is planned to conduct further research into the
development and delivery of rich media based tools. Further research into the feasibility of
full 'online' courses will be undertaken, as will the continuation of research into the
combinational use of CLT and computer assisted language training.
LO 4: A reflective account of the Dissemination of the Project Report
Dissemination imperatives
New Knowledge
O`Leary (2010, p.4) reminds us that a goal of research is to add to a body of existing
knowledge and that requires dissemination. McNiff et al (1996, p.27) remind us that the
democratic nature of action research demands the sharing of new knowledge.
Validation
As part of the research validation process, research needs to be scrutinised by one's peers
and opened to public critique (McNiff & Whitehead 2005, p.29). Such critique will then inform
the researcher, through further reflective processes, of new knowledge, learning and
direction. This is necessary, as regardless of how well bias is kept in check, regardless of
how well data is evaluated, the researcher needs a mechanism of detachment from the
research so as to view the research from other perspectives (Feldman 2007, p.29). This then
requires engagement with different audiences (Scott & Morrison 2005, p.72). It is this form of
scrutiny which will give both the research and researcher credibility and add to the wider
body of knowledge within the research field.
Verisimilitude
A validation group will test if a true representation of data has been presented. It helps avoid
affect heuristic - false actions based on pre-conceived perceptions and not on sound

cognitive reasoning (Pham & Avnet 2009, p.268). Similar to triangulation this validation
process, through further reflection, adds to the strength of the research.
Audience
The successful engagement of a validation process requires an audience. Such an audience
must first be identified. This process is part of the exploratory research, to be undertaken
before the research proper begins (Robson 2007, p.9). Using the criteria of audience needs
and expectations (Scott & Morrison, 2005; Robson, 2007; O´Leary 2010), full and
comprehensive research was conducted which identified the following target audience (table
12).
Primary Teaching Colleagues – An audience with expert knowledge of

target audience research subject. Qualified to give
constructed and critical assessment, they
have a primary interest in the research
subject which may be applied to their own
practices.
Client Language School – A primary interest in teaching practices

and the research subject, which may be
applicable to their own practice.
Research Participants – As participants they have an ongoing

interest in the research and its findings.
Ethical considerations place this group as
a primary target audience.
Peripheral Fellow Researchers – Based upon communal interests and their
audience: value to give constructive and critical
assessment on the value of this research
from the social researcher perspective.
Anglia Ruskin University – In part fulfilment of the degree; BA (Hons)

Learning Technology & Research.
Secondary audience: Wider professional field arising from future dissemination.
Table12. Identified targeted Audiences. SID 0715814, 2010.

As this diverse audience (table 12) has been identified according to their own specific needs,
the means and art of dissemination were designed to meet those particular needs. This
included consideration of the audience's relationship with and control over any new
knowledge (Evens 2002, p.220), as Blaxter, et al (2006) remind us 'different audiences,
different conventions'.
The following report of the research dissemination shall be confined to teacher colleagues, a
client language school and fellow researchers.
Dissemination to the research participants (students) took the form of a written overview of
the research findings as had been discussed at each research stage as reported in chapter
xx above.
Method and Art of Presentation

The democratic and celebratory nature of action inquiry allows for the dissemination of
findings which reflect both the inquiry itself and the language and expectations of its
audience (Mills, 2003, p.138). However, the same level of quality and care must be exercised
whether the report is furnished in an academic style or an informal multi-media presentation
(McNiff & Whitehead, 2005, p.25).
Teaching Colleagues and Client Language School

A presentation was convened. Six teaching colleagues, who included the inquiry's critical
friend and two representatives from a client language school, took part.
Delivery was through a stand-up presentation supported by PowerPoint® presentation

software and a questions and answers session (appendix 12). A CD handout containing a
copy of the presentation and a copy of the action inquiry chapter of this paper was given to
the audience.
The presentation was delivered as envisaged. A question and answer session was then
conducted with revealed much about the audience's understanding of the research project
and added new understanding to the findings. A good account of this aspect of the
dissemination process was recorded (appendix 13). Set out below is a reflective account of
the questions and challenges which were raised.
Ethics
This subject brought much reaction. Generally it was agreed that this was an area that was
not considered in their every day-to-day undertakings.

'Things I never thought of before'.
Further explanation was given, particularly to the question of revisiting ethics after each cycle
and the required permissions for the dissemination of findings,
'Is this not overboard when it is between colleagues?'.
A defence of this position argued that regardless of the audience's view as to the sensitivity
of any data, the participants had an absolute right of decision to participate, including use of
data gathered from them.
It was mentioned by the audience that no consideration appeared to have been given to
copyright laws or other restrictions that might arise for teachers through coping material from
the internet. This had not been considered, nor envisaged by the research. However it was
pointed out that one should always be mindful of legal requirements regardless of what
media is used. It was argued that the research did not seek to test such issues and that the
research followed all legal and ethical requirements.
Blended learning
'Will I not lose control over my course?'
'They´ll put me on the spot.'
A worry was voiced that too much control over the course and course contents was being
given to the students. After some coaxing it was revealed that a colleague often had
insecurity with certain subjects and that this could be compounded if presented to the class
by students.
Several colleagues stated that they would be nervous if students could choose topics or
steer the lesson without them (the teacher) being able to keep control. I argued that the
management and management of authority in the class had not changed. I further defended
this position by stating that my classroom delivery reflected the students working
environment and that this is well settled teaching practice in a language classroom. The
defense taken on this point is supported by Cotterall (1998) who shows how the adult
language course is best suited when tailored to the real needs and environment of the
student(s). To enhance the quality of my learning produce, this is what I have
doneNevertheless, on reflection, it was conceded that research into this aspect of
teacher/student relationship and lesson delivery was warranted.
Lesson material
'How can your research be applied to a teacher who uses books?'

There was considerable surprise that no books were used in my lesson delivery. A
discussion ensued and it was agreed that this aspect of the research narrowed its
application. Counter argument was offered by a colleague as to the availability of e-books
and free open source solutions on the internet. I accepted that the research did not fully
address the typical working situation of colleagues. It was shown that it was not the intention
of the research to offer a business plan, but to test the affect of blended learning in the
particular learning situation of the researcher.
ICT
A point arose in discussions as to what level of ICT competency is required by the teacher.
This had not been considered by the research.
'I saw the slide with the internet site and I just wanted to switch off.'
'Don´t know much about setting up a blog.'
In defence it was argued that the research did not seek to test a required ICT competence
and that an ICT competence was presumed. There was some discussion regarding
equipment costs. I felt that these, while valid, were side issues.
Acceptance of Research and findings

Despite the above critique, the presentation closed with a general consensus that not only
was the research worthwhile but it had given them to think about their own practice and
greater use of ICT.
In follow-up discussions requests for information on the setting up of course group web sites
were received. At the time of writing two colleagues have established course web sites. The
client language school, which already had their own web site and 'student area’, are in the
process of setting up a dedicated page on their site for each of their language courses.
These small changes to practice must stand testament to the worthiness of the research.
Presentation to and Critical Review by Fellow Researchers

Following invitation, the research findings were presented to my fellow researchers. The
presentation was given over the Skype® internet telephone system. Researchers had been
furnished with copies of the action inquiry write-up and a PowerPoint® presentation
overview. Five researchers attended.
The presentation and a question and answer session was given. The presentation gave a
good account of the research and the implementation of the inquiry. Particular focus on the
theories and justification of each stage were given.

A sound and robust defence had to be given at each stage of the presentation. Unfortunately
due to the nature of the presentation, telephone and PowerPoint®, detailed note taking was
not possible. The audience were requested to write a reflective account of the presentation,
the research and its findings. This feedback was received from all who attended.
From this in-depth feedback (appendix 14), only three points were raised which challenged
the presented data.
'Analysis a little clear cut ... preferred...anonymously without grouping...give

answers...to please teacher’ (SID 00068947 2010).
The above point was that perhaps the anonymous questionnaires identified with a particular
group were not 'anonymous enough' and so may not have been truly representative. In
defence it was argued that the anonymity removed to ‘group distance' was felt sufficient.
Whilst it was conceded that notwithstanding anonymity, questionnaires have the
disadvantage of the difficulty in assessing the truthful- and seriousness of answers (Robson,
2007, p.81), some measure of ethical trust must be given. It was further argued that the
respondents have no incentive to 'please the teacher'. As professionals they (students)
demand from the teacher a level of competence and service.
The second challenge to the research related to the need for a third cycle.
'However, it is unclear as to where any gaps were which needed further investigation'
(SID 0813739 2010).
This was defended by showing the critique was justified on the grounds of bad reporting and
not on bad or invalid data. The connection between data analysis and the informing of a third
cycle had been poorly written. By re-presenting the data, justification for the continuance of
the action research into a third cycle was shown.
A third challenge to the research concerned the construction of the inquiry itself.
'Each cycle went through a mini in-depth action research, which I am not sure is
warranted’ (SID 0922627 2010).
The inquiry was defended by arguing that small scale research does not equate to superficial
analysis. That each cycle is an action research. While it is recommended to keep small
scale research simple and focused (Down 2008) findings develop the direction and
construction of subsequent cycles, and it was my considered opinion that to find that
direction, in-depth research was required.

A question relating to the manner of student feedback was shown to be misplaced.
'Unclear whether any students would have preferred to have spoken face-to-face
feedback’ (SID 0813739 2010).
It was pointed out that continuous in-class feedback from students was used in the
triangulation process and evidenced in the report.
The point of ICT competency was also raised during this presentation.
'... However, the presenter assured the audience that he has an average level of
competency' (SID 0813739 2010).
Apart from feedback dealing with the presentation delivery, which shall be looked at in the
next chapter, the remainder of feedback was positive.
'...guides the audience through emerging ethical consideration' (SID 0813739, 2010).
'...demonstrates a secure knowledge of literature relevant to your topic' (SID 0716723

2010).
'...consideration of research methods was considerable' (SID 0922627 2010).
‘Validity...in depth and accurate...impressive artefacts' (SID 0714743 2010).
'...found your research very interesting...also like the way you have made plans for
future ICT ventures' (SID 00068947 2010).
The above quotations are a good and valid representation of the comments made by this
peer review group concerning the various stages and aspects of the research (see appendix
14).
Conclusion
The collective feedback from this representative audience of research peers, and
professional colleagues lends weight to my assertion that this inquiry was both worthwhile
and justified in light of its findings.
LO 5.

I don´t only teach, but I now facilitate learning.
her talk about new communities forming etc.
In my literature review, when I spoke about there being no new paradigm I was
wrong, I was simply looking in the wrong place.
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Appendices
Appendix 1. Research Proposal (double click to open)

Appendix 2.
One-Minute Paper
The Center for Teaching Effectiveness (CTE) is devoted to the effectiveness and
quality of the teacher and classroom content. Their aim is in “providing instruction
that is consistent with the best information on quality teaching and learning at the
post-secondary level” (Center for Teaching Effectiveness 2005). They also offer
invaluable tools in gathering feedback “gathering data on teaching” (Center for
Teaching Effectiveness 2005).
I also researched the question of the true effectiveness of teacher feedback and
methods, I was quite surprised to have found that on the one hand, it is viewed as
the most effective and important part of evaluation, but on the other it is too often
ineffective due to the time-cycle in the evaluation of such quantitative data by a
school´s management or department leader, and reverting it back to the teacher
and/or students (Nulty D. 2001 p.38).
One way to overcome this is with the “one minute” feedback exercise.

This is an exercise devised by Dr. Richard Light (Fray 2001) and is used to judge the
content and quality of a lesson in a quick and un-intrusive manner at the end of a
lesson.
it can take many forms, but typically the students are given a set of simple questions
about their lesson to reflect on and answer or make critical feedback.
Its quick, but continuous nature (one should carry out this exercise at every lesson´s
end) gives the teacher a continuing overview of the course, and any changes made
or to be made. It can be used in all classroom settings, in written or discussion form.
Sid 0715814, 2008.
Appendix 3. Reflective Tool for examining critical incidents
Reflective Tool for learning Journal SDI0715814
Class or Student and Date
Event. What happened?
My initial feeling
Why did this happen?
What have I understood/discovered/learnt?
What am I going to do /what action is to be taken?
Reflective Journal.doc

Appendix 3a. Ethics Charter
A charter setting out cooperation and participation in a

research project being conducted by (----- Researcher´s
name removed ---------------), with the cooperation and
participation of the undersigned.
Background
Introduction and
As part of my continuing education and professional development, I am reason for research
currently studying at Anglia Ruskin University, Chelmsford, in the United
Kingdom, for the degree Bachelor of Arts (Hon) Learning Technology and
Research. In furtherance for my studies and as part of my business goal
to improve my teaching practices and lesson quality, I propose to
conduct research into the use of information communication technology
in adult education.
The title of this research is:
An Action Inquiry into improving the use of Information

Communication Technologies in adult education.
Aim of research
The aim of the research is to see what impact if any the introduction of
ICTs into our learning environment will have on the quality and
effectiveness of lesson delivery.
Length of research
The initial stage (cycle) of the research in the classroom will take place
over a four lesson period. As a result of data collected a second stage
shall be conducted. The exact dates are yet to be determined.
Present Situation
Presently all course and homework materials are copyrighted to and

supplied by me.
This material is supplied at the start of each lesson.
An internet blog site under the name _________________ accessible at

www... is dedicated to your language group.
This has been agreed to by your company. Agreements reached

It has been proposed and agreed that a 4 week lesson block of course
material and homework will be uploaded to this blog.
Each member of the group has agreed to this and acknowledged that
s/he will be responsible for downloading this material, with the agreed
proviso that a master copy shall be kept in the class file by the teacher,
should a member have difficulty with access to the blog or with
downloading the material.
It is proposed that where feasible solutions/answers to homework shall

be posted on the Monday following each lesson.

.
It has been agreed between the company and works council (like a British
workers union) that members shall be allowed access to their respective
language course blog site using company computers and on company time Release of company
(time and access permissions should first be cleared with each member`s
department leader).
facilities and time
given
As agreed, the blog site shall only be assessable by course group members
and the teacher. Security settings will be in place to keep the content
private. Each member will need to register membership to the blog and
secure his/her own password. The use and access of the site is subject to Access to course blog
acceptance of the copyright and disclaimer a copy of which you have been and security
given. considerations.
The Teacher is the administrator and moderator of the blog site. Dissemination of
Results
Possible benefits for group members:
Ownership of blog
I anticipate that the introduction of the electronic delivery of course material
will allow each member:
A greater degree of flexibility for learning and self-study. Possible benefits to

Free-up lesson delivery time in the classroom, allowing for more
participants.
classroom learning. Requirements of
Participants
Allow for a greater amount of learning material to be given to
members
Allow for increased learning and better English.
Possible benefits to the teacher
I hope that it will improve time management within my business and improve
my business practice.
It is also hoped that any new knowledge gained will help to improve the Possible Benefits to
quality of lesson delivery in this course and for future learners of English just teacher
like you.
I also hope to gain an insight into benefits and practicalities of using of

Information Communication Technologies in adult education.
I wish to use this research and the results as part of my final assessment
work leading to the award of a degree.
Consent
Requirements of
As this activity is being carried out for the purpose of research, I must, Request
Teacher for participant
having regard to proper ethical standards, formally request your consent to consent.
participate.
Should you agree to take part in this research, you should be aware:
Consequents of
• that your participation is wholly voluntary,
consent.

• that you may withdraw participation and consent at any time without notice or
reason,
• that no data shall be collected or distributed which

will identify you personally without your prior written
consent,
• That any data collected or held by me shall only be

used for the purpose of this research and the the
provisions of the German Federal Data Protection
Act 1990 apply, in particular S.4 (2), 5 & 6.
• Collected data shall be published in my research

findings. My research findings shall be available to
the research participants (you) the company, a
critical colleague, my fellow degree students, my .
university lecturers, and internal and external
examiners of Anglia Ruskin University and a
selected audience of teaching colleagues.
What will be required of you?
• Your continued participation in the English course.
• You will be required to use the group blog site as access

point for your learning material.
• You are invited to bring your lap-top or other electronic data

saving device to class.
• The use of electronic equipment in the classroom may be

necessary for the delivery or part delivery of the lessons.
• You will be requested for feedback in each lesson which

shall be recorded in writing.
• You will be asked to fill out a questionnaire(s) at the end of

the 1st phase of this project. Acknowledge and
consent of Participant.
• Subject to consent, possible audio/video interviewing will be
used to record our activities and ideas on the use of
equipment.
What will be required of the teacher?
• Collected data shall not be given or communicated to any

party without your prior voluntary agreement.
• Any data held by the teacher insofar as it concerns you

shall be available for inspection by you upon request.
• Any data held by the teacher insofar as it concerns you

shall, upon request by you, be destroyed.

• The teacher shall ensure that the research does not negatively impact on the quality
or agreed direction (lesson Plan) of your language course.
• The teacher shall keep you informed of the progress of the inquiry and any changes to
your lessons.
• Honest and open dialog between the teacher and students.
If you are happy to take part as a participant in this research under the above terms, sign this consent
form where marked below. By signing this consent form you are acknowledging your free and
informed consent to take part.
This consent is merely an acknowledgement and is not binding on you. You are free to withdraw from
this research at any time and without giving any reason.
There is no reward or payment given for participation, but benefit in a higher quality English language
course is a possible outcome.
Dated:
Signed:
This will be given to my student in both German with an English translation attached.

Appendix4. Group Web Site

Appendix 5:

Appendix 6. Critical Incident 1.

Appendix 7. Critical Incident

Appendix 8. Critical Reflection –Single- and Double loop learning on critical incidents
1 & 2. SID0715814, 2010

Critical Incident:
Frustrated at continuing time pressure
increased lesson preparation time, another layer of work

Governing Variables: Action strategy Consequences:
1. Material must be uploaded Upload material to a single Will relieve the necessity of
requiring an amount of page and if possible, in one multiple uploads as each
administration time. single document. document is presently loaded
This is a feature of the group to a specific page and posting
web site. Material is posted to Reverse order of page, with on that page – One document,
three different pages on each newest posting appearing at one page, one posting.
site. the top.
Site settings automatically
 homepage -commentary posts to the top of the page.
and news Advantage: viewer does not
 Course material - current have to scroll down for latest
lesson material posting.
 Homework- homework
and corrections.
The upload procedure is

awkward, first uploading to the
site server and then to a
specific page and location on
page.
Speak to groups. Reinforce Should lead to an increased

2. I cannot rely on students
idea that they are responsible reliance on the web site by the
downloading material.
for bringing material to class. students.
I feel reluctant to rely on the
Will help with confidence in
web site completely. This is
web delivery.
somewhat justified by amount
of students who did not have
Negatively, careful
correct lesson materials in
consideration has to be made
class.
before changing course
delivery. Changes cannot be
imposed without consent.
As above Another tier to the procedure.

3. I have to fully print out
material as back-up
Email reminder to students? Plan working day and schedule

4. I am always under time
to take into account time and
pressure.
work for web delivery.
This is a personal trait. I leave
things to the last minute. This Accept the time that is
leads to frustration. necessary for this activity and
plan and allow sufficient time.
Addressing this issue in a

single-loop context will alleviate
single incidences of bad
planning, but not of bad time
management and
procrastination generally.
I have to change the

parameters of or remove this
governing variable.

1. Material must be uploaded Explore other web formats. Own web site. Perhaps with
requiring an amount of my entire lesson material
administration time. Seek Investigate the use of lesson- stored “online”. Allowing
alternative delivery methods. blocks, i.e. a booklet of material access to/ transferring
of 4 lessons, the contents of particular exercises to
with could be planned together student’s page, a “one stop
with the students. shop” approach. I could then
log-on to my site
anytime/anywhere and
administer and manage
courses.
At present each lesson is

planned individually within a
general learning frame. A four
lesson block of material would
allow the reduction of “online”
time necessary, this coupled
with the above single-loop
action strategy counterpart, will
reduce time outlay.
Defeats the purpose of online

Direct delivery will remove this delivery. Will lead to increased
2. I cannot rely on students governing variable. time necessary for printing,
downloading material. thereby bringing me back to a
CI # type situation.
Abandon web based delivery,

deliver by email, this will then
Explore other methods to remove this governing
deliver lesson material. variable.
Would remove advantages of

the web site, video uploads,
Plan a strategic programme to etc., central site with group
3. I have to fully print out overcome extra time and effort identity. Out of lesson
material as back-up to ensure delivery to each commentary. Dual methods
student. would increase workload.
Resolving the above would --- ---

remove the affect of this
4. I am always under time governing variable.
pressure.
Single-Loop Learning
Double-Loop Learning

Appendix 9: Critical Incident 3

Appendix 10: Learning Journal Entry – Homework answers.

Appendix 11. Critical Incident – a new dynamic.

Appendix 12: PowerPoint Presentation to Teaching Colleagues and Language
School. SID 0715814, 2010. (Please open appendix from Portfolio Folder)
Appendix 13. Question and Answers Session Minutes.
Appendix 14. Research dissemination Feedback – Cohort Peer Review Group
Feedback sheet # 1. SID 00068947 (April 2010)
The presentation:
Your presentation was packed full of information at times too much information to
take in. The presentation was also a little long - lasting for over one hour. It was too
much in one go. I think it would have been a good idea to present just the key
messages with your report and data as a back-up. The key messages were lost

during the presentation however you managed to pull it back with a concise
conclusion which was very interesting.
The research:
I think that you analysed the group responses very well and made a good attempt at
finding connections between the type of group and their Likert scale type responses
to your changed lesson format. I was also very interested to see that the Dallas
group found the new format most pleasing and the connection you made with their
background in ICT.
However I found this analysis a little clear cut and would have preferred to have seen
more textual data collected anonymously and without grouping. By asking the Dallas
group if the use of ICT had improved the lesson format, how sure can you be that
they answered in favour of the new lesson because it fits with their ICT profile and
gave answers they think they should give?
Were they trying to please you as their teacher? Did you think more highly of the
students that approved and liked the new format?
...I found your research to be very interesting and I also like the way you have made
plans for future ICT ventures.
Feedback sheet # 2 SID 0813739 (April 2010)
Comments for ... from online presentation
Slide
Comment
Number
1 Title page is clear. An appropriate design and layout for all slides
The presentation gave a good explanation of ‘blended learning’ to the

2
audience
A good explanation of Action Research was given, citing literature to

3 support ideas. There was also an explanation about the different
models for Action Inquiry.
It was stated that the research questions were adjusted, based on

4
feedback from fellow researchers and facilitators.
The action research model was introduced as Kolb (1984), adapted by

Carr and Kemmis. An explanation was given about the make-up of the
5
groups. However, the language competence was not explained, and
so unsure whether A” is more competent than C2.
6 Fine

The cycles were clearly explained, showing how the findings from one
cycle would inform the next. There was a typo as it mentions ‘Three
7
Stages’, but the presenter noted that it should actually read ‘Four
stages’, in-line with the model shown.
Various data collection methods were identified, including the use of

‘one minute feedback’. This was described as written feedback by the
8 students about the lesson. However, it is unclear whether any
students would have preferred to have spoken face-to-face about
feedback, rather than just written.
The critical friend was well chosen, giving rationale as to why they had
9
been selected.
The triangulation of data sources is shown well, using a diagram to

10
illustrate this.
Ethical considerations were identified, which were categorised into

11
themes.
12 It was stated that the research used ‘Retractable consent’. However, it

was not made clear whether the consent was given verbally or in
writing. Does this make a difference though?
A good map that guides the audience through the emerging ethical
13
considerations based on the impact of the research actions.
The actions were fully explained, including the use of passwords, etc.
The lesson resources were made available on-line before the lesson
14
took place. However, it is unclear whether all students (especially
Wichita) were able to access these materials in time.
Shows a systematic logging of data, and the identification of Critical

15
Incident 1.
Observations – there was no real difference between printing and

16
uploading times.
17 What percentage of time using ICT were you expecting?
18 Fine. The number of responses gives the data credibility
19 Good evidence of triangulation.
Triangulation further confirmed by critical friend. This helped to reduce

20
bias.
21 Good analysis of reflection
There was analysis of the groups in order to understand their

22
characteristics. This showed that each class had different needs.
There was an understanding and belief that greater quantity does not
23
equal greater quality. The main priority was identified as higher quality.
24 As above
A good explanation of Posterous, and what it could do. The benefits of
25 this were explained, in order for the audience to understand why the
introduction of this new idea was relevant to the research.
26 Fine
It is stated that there were time saving by producing a ‘booklet’ Why

27
was this? Where did the savings come from?
Another critical incident identified, which brought new ethical

28
considerations.
The conclusion looked at how the research questions had been

29 answered. However, it is unclear as to where any gaps were which
needed further investigation.
30 As above
This shows the idea of structured learning. This introduced after the
31 initial novelty of the new technology was introduced, which allowed the
students to be creative and autonomous.
32 Fine
Observations from the learning journal were relevant to the research

33
questions.
Triangulation helped showed the impact of the actions, and identified

34 that although the groups had different characteristics, the impact was
the same.
Cycle four is clearly based on the findings from the previous cycle, and
35
shows a good link to the research.
The conclusion is good, and links back to the original research

36
questions.
A question was asked about the presenter’s ICT competence, as it

was unclear whether anybody could make these time savings, or only
37
those with strong ICT skills. However, the presenter assured the
audience that he has an average level of competency
Feedback # 3. SID 0716723 (April 2010)

Hello …
I have read through your AR write up several times, you show an excellent
understanding of the important concepts and knowledge relevant to your project.
You have justified your choice of using Kolb 1984 model clearly.

You have demonstrated a secure knowledge of literature relevant to your topic. You
have discussed literature you have chosen critically and addressed ethics thoroughly
when focusing on the procedures of your action inquiry.
You have established good ethical ongoing practice which relates to your proposal
and to your project as a whole discussed areas of uncertainty.
Good use of images and a good standard relating to the expectations of level three.
Grammatical standard is high, sentence structure is clear and informative. You have
been critical and analytical in your writing offering a balanced overview of your
project.
You have used evidence to support your assertions and explained in depth the
relevance of your evidence.
All in all I think you have reached a high academic level in your writing.
A job well done.
I hope …that this feedback is enough, I have tried to be critical.

Best Wishes
SID 0716723
Feedback # 4 SID 0922627 (May 2010)
Feedback for Dissemination of Presentation –
1 The presentation was extremely thorough.
2 Consideration of the research methods was considerable.
3 You are very knowledgeable and very confident which came across clearly.
3 Each cycle went through an in-depth mini action research, which I’m not sure
is warranted. When conducting research it is necessary to analyse the
findings from each cycle to inform for the next, but to conduct a mini AR each
time and then to present it is perhaps too much information.
4 The slides contained a mass of information, which, from an audience

viewpoint could have been more succinct so that the extra information being
presented was from a personal script.

5 I know you disagree with Reynolds, and so do I on occasions, but I think some
of what he says could have been usefully implemented, i.e. less text.
Altogether a very high level dissemination presentation.
SID 0922627
Feedback # 5. SID 0714743 (May 2010)
Reliability The researcher has shown evidence of systematic data collection using
questionnaires, in-lesson commentary. Recording of critical incidents and the
collection of artefacts as well as a diary were also kept. Feedback from participants
in the form of semi-structured and questionnaires supported the data collection.
As well as explaining data collection the researcher informed the audience of what
Triangulation was and showed evidence of the learning journal the observation data
the collection of a diary recording times and events as well as a log which was
supported by a critical friend.
The researcher showed sound knowledge of the understanding of action inquiry and
supporting arguments for his choice of methodology. The presentation showed that
the analysis of the data showed reliability throughout the presentation although a
number of slides were not relevant to the presentation which could have helped
reduce the length of time. Information regarding literature although of interest could
have been left out of the presentation.
Validity The data collection was very in-depth and accurate showing validity
throughout the two cycles. Impressive artefacts supported the data collection and
the researcher explained in great detail what each process involved. This helped to
explain the research questions sufficiently although there was a lot of information on
the slides which could have been reduced down to combat the time issues of the
presentation Reynolds talks about reduction of words and bullet points which stop
the audience from feeling bombarded. The report is very thorough knowledgeable
and an in depth study has been carried out which was highly informative and the
researcher has done a considerable amount of study into the area. The combination
of the literature and the data from the three cycle’s shows that the content is not
only relevant successful findings will lead onto further cycles being implemented.
Ethical considerations were systematic and thorough and the overall project showed
a reduced bias.

Research Arguments Each cycles successfully links into the next cycle. The
planned improvement shows that the researcher has clearly analysed the findings
to support the next cycle and improvement are very clear and concise.
Feedback from the interviews combine with the questionnaires and the quantitative
data helped to inform the questions for the next cycles and was appropriately
considered. Critical analysis helped the researcher to show the audience how
emerging themes were being developed.
Overall a thorough and well constructed research project which was detailed,
showing a thorough investigation supported by good literature. The researcher
could have done just as well in reducing the content in the slides because the
handout supported the slides constructively without having to add too much content.
Impressive, thorough and knowledgeable, well done.
SID 0714743

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BA (Hons) Learning, Technology

Author: SID 0715814

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A deepening business imperative between the continuing development of my work practices

How literature defines blended learning and its application

Categories of Blended learning systems

3 Work Based Major Project - CB345998S/D. Author: SID0715814 (2010)

How literature pertains to the research questions.

Efficiency of Teacher & Efficiency of Student

5 Work Based Major Project - CB345998S/D. Author: SID0715814 (2010)

6 Work Based Major Project - CB345998S/D. Author: SID0715814 (2010)

Table 3. Typology of research methods. SID 0715814, 2010

High degree of knowledge in

Survey Possible use of this research

Quantitative analysis difficult to

A valuable research tool in

Phenomenology Although this inquiry shall be

Narrative Research Although some critical reflective

Paradigm of Critical Theory- Action Research The leading form of educational

8 Work Based Major Project - CB345998S/D. Author: SID0715814 (2010)

Participatory and Having successfully engaged

It is proposed to use grounded theory in the analysis of collected data.

Justifying Reflective Cycle Model

Data collection methods

Inquiry Learning Journal

As this research is also conducted in part fulfilment of a research degree, my fellow

Relevant Ethical Issues Addressed

11 Work Based Major Project - CB345998S/D. Author: SID0715814 (2010)

LO 3 - An account of the research

Action Research Title

Action Research Questions

3. How will the use of Information communication technologies improve my product

Table 4. Participating Groups/Co-researchers

2. In attempting to answer research question 1, it was considered appropriate to

13 Work Based Major Project - CB345998S/D. Author: SID0715814 (2010)

14 Work Based Major Project - CB345998S/D. Author: SID0715814 (2010)

Table 5. Extract from Learning Journal Data

wk 1 52 minutes 56 minutes 80 minutes 80 minutes

Teacher time outlay for online usage outside of classroom

15 Work Based Major Project - CB345998S/D. Author: SID0715814 (2010)

Data from questionnaires was then collated (Table 6).

16 Work Based Major Project - CB345998S/D. Author: SID0715814 (2010)

The greater use of ICT has improved the lessons. 1 9

Language Group: Dallas B2 (12 members) 10 respondents Completely Completely

18 Work Based Major Project - CB345998S/D. Author: SID0715814 (2010)

Language Group: Spokane C1 (14 members) 8 Respondents Completely Completely

19 Work Based Major Project - CB345998S/D. Author: SID0715814 (2010)

20 Work Based Major Project - CB345998S/D. Author: SID0715814 (2010)

A single negative answer generated by the questionnaire concerned students having to

Table 7. Extract of triangulation of data sources SID0715814, 2010

In table 8 is a comparison of MacDonald's (2006) 'quality of intervention' with data findings.

22 Work Based Major Project - CB345998S/D. Author: SID0715814 (2010)

Table 9. Group make-up and observations

English is the required business language and

23 Work Based Major Project - CB345998S/D. Author: SID0715814 (2010)

24 Work Based Major Project - CB345998S/D. Author: SID0715814 (2010)

25 Work Based Major Project - CB345998S/D. Author: SID0715814 (2010)

26 Work Based Major Project - CB345998S/D. Author: SID0715814 (2010)

Table 10. Student web site usage log

27 Work Based Major Project - CB345998S/D. Author: SID0715814 (2010)

2. How will the facilitation of blended learning in language groups improve on my

3. How will the use of ICT improve my product quality?