Learners ’ and teachers ’ perspectives on language online1

This article examines the student and instructor satisfaction with the Language Online courses at Carnegie Mellon University from 2000–2002. These courses were designed with a hybrid format, including reduced face-to-face contact and online delivery of course materials. Quantitative and qualitative data were collected from students and instructors using surveys, interviews, and focus groups. Quantitative data from students indicates a trend of increasing satisfaction with the online courses compared with offline (traditional) courses. Qualitative data were analyzed using QSR NVivo software. Student themes centered on reactions to the reduced schedule of classes and the technology used in course delivery. For instructors, recurring themes included the need for training, control of course materials, and connections with students. The results provide valuable insight for a course format increasingly utilized in university-level language learning