Blended Learning And Second Language Teaching In Higher Education.

This paper presents the results of a research study that focused on approaches to blended learning strategies in graduate courses, and the faculty and students’ perceptions of the innovation. The presentation focuses on what blended learning means to teaching English as a second language at the college level. The information presented is based on a qualitative analysis of ten graduate courses that have used blended learning for two or more full semesters. The data collection for the study was done by means of observation of the instructional design of ten courses, interviews to the faculty and to a sample of students of those courses.published or submitted for publicationis peer reviewe