MEC Asia


Our sales representative for East Asia, Patrick Hafenstein, writes:

‘No matter which country in Asia or which type of institution, blended learning is being embraced.

In Taiwan, universities are taking technology on board in the classroom thanks to a NT$50 billion academic excellence initiative from the Ministry of Education. Although hardware has been the first priority for the majority of institutions, software is now highly sought after. Blended learning has gained a lot of interest since the government allowed universities to use e-learning as part of their courses, as long as it does not exceed half of the course time.

Taipei, Taiwan

In Vietnam, private language schools are also looking to technology to facilitate language learning. The growing economy has seen a rise in demand for English language courses and private language school numbers have multiplied accordingly. Anyone looking to teach EFL in will quite easily land a job – contact me if you have any questions about doing so.  Blended learning has therefore been explored as a means to keep up with this demand and ease the pressure of finding suitably qualified teachers.

In Japan, it is the corporate institutions who are adopting blended learning as part of their employee benefits. With long and irregular work hours, it is hard for employees to stick to a language learning schedule. E-learning allows them to finish their language activities at times convenient to them and then meet up less frequently for face-to-face instruction.’

Tokyo, Japan

What are your views on blended learning in ELT? What’s the right balance between e-learning and face-to-face instruction?

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