1
Enable students to succeed with 33% reduction in seat time Make effective use of f2f class time to improve communicative competence, and shift a larger portion of comprehension and review of struc- ture to online environment Increase the frequency of interactive assign- ment due dates, and provide rich and rapid feedback on each one Create a preferred overall language learning ex- perience Outcomes Grades for Blended (ave. over two years) Assignments – 90.2% Tests – 91.0% Course – 90.7% Grades for F2F (ave. over two years) Assignments – 89.9% Tests – 89.9% Course – 87.4% Student Attitudes toward Blended Course Percentage of students who agreed with the fol- lowing: Immersion and Continuity: A Blended Model for College-Level Introductory Language Courses Italian 101-102, 2007-2009 Mark Lewis and Daria Valentini Objectives Method Results I learned the same as (43%) or more than (43%) in a traditional format. I was better able to understand ideas and concepts in this course. I gained confidence in my ability to learn difficult subject matter. I learned at my own pace and was en- couraged to spend more time on task. I was better able to visualize ideas and concepts taught in this course. e instructor gave clear explanations of what was expected in a blended course. 86% - 100% - 78% - 78% - 71% - 71% - Research compares blended format for Intro- ductory Italian (50 mins. twice weekly f2f + un- limited asynchronous online) with traditional format (50 mins. thrice weekly with limited web-enhanced component) Course design was streamlined by assigning dy- namically released interactive exercises twice weekly. is content provided a concentrated amount of interactive learning and practice us- ing “Quia”, the online lab manual to accompany a major textbook, Prego! 7th edition (McGraw Hill, 2007) Variables that were consistent between the two delivery models include: same course duration and enrollment, same textbook, same material covered in the same amount of time, same quiz- zes and exams administered Two different instructors taught these cours- es at two different colleges in MA (Regis and Stonehill), working to ensure consistency Four semesters of teaching were studied Blended Learning Model Mon. Tues. Wed. 50 min. Class Online Online 50 min. Class Online ur. - Sun. Online
