Blended learning spaces: Synchronous blending

Dirk MacKenzie; Lara Promnitz-Hayashi; Daniel Jenks; Joe Geluso; Roman Delgado; Joachim Castellano; Don Hinkelman

doi:10.29140/jaltcall.v7n1.107

Authors

Dirk MacKenzie Kanda University of International Studies, Japan
Lara Promnitz-Hayashi Kanda University of International Studies, Japan
Daniel Jenks Kanda University of International Studies, Japan
Joe Geluso Kanda University of International Studies, Japan
Roman Delgado Kanda University of International Studies, Japan
Joachim Castellano Kanda University of International Studies, Japan
Don Hinkelman Kanda University of International Studies, Japan

DOI: https://doi.org/10.29140/jaltcall.v7n1.107

Abstract

Discussions of blended learning (BL) have generally failed to account for the synchronous combination of computer-mediated and face-to-face interactions that can occur within a blended learning space (BLS). is paper provides an overview of BLS use by a department of teachers at a Japanese university specializing in foreign language learning. Data was collected via a teacher questionnaire (n = , response rate = %) and follow-up interviews. Compared to non-BLS lessons, BLS lessons had different lesson goals, different patterns of interaction, different types of homework, more variety of media, and more variety of input and output. BLS lessons also showed signs of increased learner autonomy and motivation.

Suggested Citation:

MacKenzie, D., Promnitz-Hayashi, L., Jenks, D., Geluso, J., Delgado, R., Castellano, J., & Hinkelman, D. (2011). Blended learning spaces: Synchronous blending. The JALT CALL Journal, 7(1), 43–60. https://doi.org/10.29140/jaltcall.v7n1.107