Supplemental Blended Learning For Undergraduate Students

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https://doi.org/10.15405/epsbs.2019.12.68
19th PCSF 2019
Professional Culture of the Specialist of the Future
SUPPLEMENTAL BLENDED LEARNING FOR
UNDERGRADUATE STUDENTS
Elena Mikhailovna Alexandrova (a)*, Olga Alexandrovna Astafieva (b), Tatyana Alexandrovna
Koloskova (c), Galina Yuryevna Kolycheva (d)
*Corresponding author
(a) Center for Linguistics and Professional Communication, Institute of Law and National Security, Russian Presidential Academy
of National Economy and Public Administration 82, Prospect Vernadskogo, 119571, Moscow, Russian Federation,
elena_751@mail.ru
(b) Department of the Russian language and literature, Faculty of Philology, State University of Humanities and Technology, 22,
Zelenaya St., 142611, Orekhovo-Zuevo, Russian Federation, olga.astafeva.71@mail.ru
(c) Department of the Russian language and literature, Faculty of Philology, State University of Humanities and Technology, 22,
Zelenaya St., 142611, Orekhovo-Zuevo, Russian Federation, koloskova_tak@mail.ru
(d) Department of theory and methodology of primary and preschool education, Faculty of Pedagogy, State University of
Humanities and Technology, 22, Zelenaya St., 142611, Orekhovo-Zuevo, Russian Federation, fppk@ggtu.ru
Abstract
Blended learning is a popular trend in contemporary education. It is one of the most effective
technologies for English language teachers, because e-learning is not yet perfect, and traditional learning
is no longer efficient enough. This time-saving technology becomes effective for both linguistic and non-
linguistic specialties. The present-day study was conducted to develop the structure of a university
professional English language course, which combines face-to-face classroom activities, and computer-
mediated and Internet activities. The idea of blended course developed in this paper is based on the use of
traditional professionally oriented textbook for classroom learning supplemented with interactive
electronic grammar textbook for out-of-class activities. To assess the effectiveness of the course a
students’ questionnaire about the specifics of the use of an electronic textbook was developed. The
participants were 30 undergraduate students who participated for course credit. It was revealed that the
use of an electronic grammar textbook as a part of a blended learning course is feasible and approved
because out-of-class grammar learning helps to save time for speaking skills practicing. The automatic
checking of tasks provided by e-textbook promotes the individualisation of education. The possibility to
work with e-textbook any time anywhere promotes the democratisation of education which is connected
with the possibility of self-organisation of education. The results of the research indicated that the use of
blended learning technology helps to improve progress in studies, and is useful for both teachers and
students.
© 2019 Published by Future Academy www.FutureAcademy.org.UK
Keywords: Blended learning, grammar, e-learning, e-textbook.

https://doi.org/10.15405/epsbs.2019.12.68
Corresponding Author: Elena Mikhailovna Alexandrov
Selection and peer-review under responsibility of the Organizing Committee of the conference
eISSN: 2357-1330
641
1. Introduction
The term “blended learning” appeared in the late 1990s. Initially, several terms were used in the
research literature: blended learning, hybrid learning, technology-mediated instruction, mixed-mode
instruction, etc. However, most well-established and widely spread blended learning has become
extensive.
Blended learning becomes a popular trend in contemporary education. The specifics of blended
learning was considered by several researchers see e.g. (Aleksandrova & Pushina, 2018; Andreyeva,
Rozhdestvenskaya, & Yarmakhov, 2016; Banyen, Viriyavejakul, & Ratanaolarn, 2016; Bryan &
Volchenkova, 2016; Ceylan & Elitok Kesici, 2017; Dziuban, Graham, Moskal, Norberg, & Sicilia, 2018;
Ilina, 2017; Kintu, Zhu, & Kagambe, 2017; Krykova & Mogunova, 2017; Obiedat et al., 2014; Orlova,
2008; Skakunova, 2017; Smirnova, 2017; Yastrebova, Kravtsova, & Sosedova, 2017, etc.).
Blended learning can be connected with the combination of different learning formats:
synchronous and asynchronous; full-time and distance; traditional and digital etc. Different types of
blended learning can be distinguished see e.g. (station rotation; lab rotation; remote; flex; the “Flipped
Classroom”; individual rotation; project-based; self-directed; inside-out; outside-in; supplemental; and
mastery-based blended learning) (TeachThought Staff, 2018).
In this paper, the specifics of Supplemental Blended Learning is described. In this model, students
complete either entirely online work to supplement their day-to-day face-to-face learning, or entirely
face-to-face learning experiences to supplement the learning gained in online courses and activities
(TeachThought Staff, 2018).
Blended learning is one of the most popular and effective technologies because e-learning is not
yet perfect, and traditional learning is no longer efficient enough. This technology becomes effective for
both English language teachers of linguistic and non-linguistic specialties
2. Problem Statement
The difficulty of foreign language learning is underestimated. This fact causes the limitation of
time for face-to-face classroom activities. The problem is compounded by the growing number of
students in groups of non-linguistic specialties which causes the reduction of time for developing
students’ speaking skills and communication skills. One of the ways to solve this problem is to develop a
blended learning course. When designing a blended learning course, it is important to choose an
appropriate structure of the course and relevant teaching materials.
3. Research Questions
The first question of the research is “What traditional and electronic learning tools to combine to
design a successful course?”. The second question is “What teaching materials to use to organise an
effective blended lesson?”. After the course approval, it is necessary to estimate the effectiveness of the
course in order to reveal its advantages and disadvantages both for students and for teachers.

https://doi.org/10.15405/epsbs.2019.12.68
Corresponding Author: Elena Mikhailovna Alexandrov
Selection and peer-review under responsibility of the Organizing Committee of the conference
eISSN: 2357-1330
642
4. Purpose of the Study
The present study was conducted to develop and assess the effectiveness of a supplemental
blended learning course, based on the combination of traditional Business English textbook and electronic
grammar textbook, which was introduced to the first year undergraduate students.
5. Research Methods
5.1. Designing a supplemental blended learning course
A supplemental blended learning course described in this paper is based on the use of a traditional
professionally oriented textbook for classroom learning supplemented with electronic grammar textbook
for out-of-class activities.
The interactive online e-textbook was chosen because it can be easily combined with different
editions of professional English language textbooks provided by different publishing houses (Oxford,
Cambridge, Longman, etc.). The interactivity of e-textbook is based on the fact that both the teacher and
the student can comment on the tasks, exchange information and enter into correspondence (Chepyzhov,
Aleksandrova, & Timokhov, 2018).
An interactive online electronic textbook “Basic English grammar with exercises” (Aleksandrova
& Yegorova, 2018) was developed for supplemental blended learning described in this paper.
In contrast to the preparation of a printed textbook, when creating an e-textbook, the author needs
to create a database of answers for the exercises which have keys for self-control. Automatic calculation
of the percentage of correct and incorrect answers also allows the teacher to save time significantly when
assessing assignments that students completed both in class and out of class. Having a percentage based
grading system for each type of assignment, the teacher can reduce time on evaluating the individual
work of students and pay more attention to the organisation of the classroom activities. Thus, e-textbook
provides the transparency of knowledge assessment by using the developed assessment criteria and auto-
checking of tasks.
The e-textbook described in this paper includes the most popular grammar topics: the word order,
the verbal tenses, modal verbs, the noun (plurals, articles), the adjective/adverb (degrees of comparisons,
adjective order), prepositions, the conditional mood, the subjunctive mood, the imperative mood, the
passive voice, the direct and reported speech, the non-finite forms of verb, complex object/subject. The
topics can be chosen in accordance with the needs of the students. The electronic textbook contains the
tables with grammar rules provided with explanations in Russian, exercises, and tests.
The author of the e-textbook is given a possibility to update and correct the materials when it is
necessary.
5.2. Assessing the effectiveness of the course
To assess the effectiveness of the course a students’ questionnaire about the specifics of the use of
electronic textbook was developed. The participants were 30 undergraduate students of jurisprudence
faculty who participated for course credit. The students were offered to answer the following questions: 1.
How effective was the course (evaluate from 1 to 7)? 2. How informative was the course (evaluate from 1

https://doi.org/10.15405/epsbs.2019.12.68
Corresponding Author: Elena Mikhailovna Alexandrov
Selection and peer-review under responsibility of the Organizing Committee of the conference
eISSN: 2357-1330
643
to 7)? 3. How difficult was to combine traditional and electronic textbooks when learning (choose “easy”,
“Ok”, “very difficult”)? 4. What advantages of using electronic textbook can you note? 5. What
disadvantages of using electronic textbook can you note? 6. What format of textbook do you prefer
(“traditional”, “electronic”)?
6. Findings
6.1. Students point of view of the blended course
It was revealed that in most cases only positive aspects of supplemental blended learning course
were noted by the students. All the students estimated the effectiveness and informativeness by choosing
grades from 5 to 7. About 90% of students noted that the level of information in the textbook was “Ok”
(10% “easy”).
Most students pointed the following advantages of using e-textbook: 1) interface usability; 2)
possibility of use e-textbook anytime anywhere; 3) individual checking of tasks; 4) quick checking of
tasks; 5) the possibility to work in an individual mode.
Interface usability was noted by 83,3% of the participants. The convenience of the interface and
the easiness of navigation are considered as the main criteria when selecting digital tools. To work with e-
textbook students can use computers, laptops, tablets, iPad, iPhone, Android, and Windows devices.
The possibility of use e-textbook any time anywhere was noted by 93,3% of the participants.
Nowadays, the smartphone has become an integral part of life. The fact that the textbook is “always with
you” allows the students to better perform a greater number of tasks.
Individual checking of tasks was noted by 60% of the participants. The students noted the
convenience of performing tasks that have keys for self-control. Individual checking makes the learning
process less stressful and more comfortable.
A quick check of tasks was noted by 73% of the participants. Students receive information about
correct and incorrect answers immediately. This option gives the opportunity to analyse the results of the
work and helps to learn the material better.
Possibility to work in an individual mode was noted by all the participants. When using an
electronic textbook, the students are able to perform tasks at an individual pace. They can choose time to
work with the textbook, and do not need to wait for other students and the teacher to check the answers.
When informing about disadvantages, students pointed out that they would prefer to have both
versions of the grammar textbook (the electronic one and the printed one).
6.2. Teachers point of view of the blended course
The teachers, who approved the course, were asked to point out the advantages and disadvantages
of the blended course. Three main advantages were distinguished.
The first advantage is that the students can be given more knowledge and information over the
same period of time.
The second advantage is that the blended learning course is time-consuming. It is caused by the
use of the electronic textbook. The teacher can save time on checking the tasks, and monitoring the
statistics. Verification of tasks in e-textbook is performed by the system automatically (the teacher sees

https://doi.org/10.15405/epsbs.2019.12.68
Corresponding Author: Elena Mikhailovna Alexandrov
Selection and peer-review under responsibility of the Organizing Committee of the conference
eISSN: 2357-1330
644
the percentage of correct and incorrect answers) which simplifies the process of evaluating the task see
Figure 1.
Figure 01. Automatic verification
If the percentage based criteria of assessment are established, it possible to use an automatic check
of the student’s individual work (see Figure 2).
Figure 02. Automatic assessment
The teacher has access to the general statistics of each student and the whole group. This creates
additional benefits when setting the final grade. Knowing about the features of control over the
implementation of tasks, students become more organised and disciplined.
The third advantage is that the combination of traditional and digital tools helps to motivate the
representatives of the digital generation and improve their school results.

https://doi.org/10.15405/epsbs.2019.12.68
Corresponding Author: Elena Mikhailovna Alexandrov
Selection and peer-review under responsibility of the Organizing Committee of the conference
eISSN: 2357-1330
645
7. Conclusion
The supplemental blended learning model is an effective educational tool. This form is convenient
for both students and teachers. A modern electronic textbook allows using supplemental blended learning
model with maximum efficiency. Blended learning contributes to the intensification of the educational
process, increases its effectiveness by creating motivation among students. The use of blended learning
model helps to develop the creativity of the students and the teachers who try new forms, contents,
methods, and ideas. The combination of traditional learning and e-learning allows creating blended
learning university programs which can be successfully applied for both linguistic and non-linguistic
students. The combined model is seen as an effective way to modernise the English classes and preserve
the continuity of traditional and innovative approaches.
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Corresponding Author: Elena Mikhailovna Alexandrov
Selection and peer-review under responsibility of the Organizing Committee of the conference
eISSN: 2357-1330
646
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