THE SUCCESSFUL INCORPORATION OF BLENDED LEARNING INTO THE LANGUAGE CURRICULUM

Authors

DOI:

https://doi.org/10.20535/2410-8286.68608

Keywords:

Blended learning, hybrid courses, educational technology.

Abstract

A phenomenon attracting increasing attention in language curricula is the infusion of technology into traditional, face-to-face (FTF) language instruction. Nevertheless, computer-assisted language learning (CALL) still lacks a body of qualitative research on the notion of blended learning (BL). Particularly, what is lacking is information regarding teachers' perceptions of blended learning, or the roles they are expected to play in such mixed environments; without an understanding of these issues, the creation of new and effective BL curricula is extremely difficult (Grgurovic,2010). That said, much research has been conducted comparing learning outcomes in traditional and blended foreign language classes, although the various socio-cultural (external) and psychological (internal) aspects governing  the successful transition of both teachers and learners from FTF to online learning remain unexamined (White,2006). This literature review consequently focuses on the infusion of technology into the language curriculum, specifically in relation to BL, with three purposes in mind: to a) exemplify teacher perspectives on BL; b) their effective transition from FTF to technologically-enhanced instruction; and c) examine those factors which are identified as the reasons for teachers having effectively implemented the technological components into a blended curriculum.

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Author Biography

Adam J. Simpson, Sabanci University, School of Languages

Head of Online Learning Support

School of Languages

Sabanci University

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Published

2016-06-30

How to Cite

Simpson, A. J. (2016). THE SUCCESSFUL INCORPORATION OF BLENDED LEARNING INTO THE LANGUAGE CURRICULUM. Advanced Education, (5), 96–107. https://doi.org/10.20535/2410-8286.68608

Issue

2016: Issue 5

Section

Education

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Copyright (c) 2016 Adam J. Simpson

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