Is it worth it? Instructor perceptions of a university-wide transformation to blended language learning

Abstract

Blended language learning (BLL), an instructional model that counterbalances face-to-face tasks and asynchronous online tasks, enhances language development by providing learners with a wide variety of engagement possibilities that are difficult to offer through monomodal methods. The effectiveness of BLL, as has been noted in the literature, depends greatly on the positive perceptions and support of stakeholders, including instructors. To further tap into the perceptions of instructors, a population that has received relatively little attention in scientific research about BLL , the current study analyzed data from 29 language faculty members across ten different programs: American Sign Language, Modern Greek, Hebrew, Italian, Turkish, Portuguese, Arabic, German, Chinese, and Spanish. All participants were involved in a university-wide transition from exclusively face-to-face instruction to BLL. The results reveal strong support from most instructors, most of whom judged BLL to be effective for enhancing students' learning. The primary reasons for their positive perceptions include the model’s flexibility, the possibility of individualized and self-paced learning, and the added opportunities for personalized feedback. Additionally, instructors noted that BLL positively impacts students’ and instructors’ mental health by providing a break from traditional in-person instruction.