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A blended model for introductory language courses at the college level
This presentation will compare student attitudes and performance in blended and face-to-face college courses in introductory Italian. With similar design elements, methods, learning resources, and assessment practices, the blended model was shown to have distinct advantages. Attendees will learn how students developed listening, reading, writing, and speaking skills between class sessions.
I will explain how outcomes based assessment practices aided in the design of blended courses, with special attention paid to introductory foreign languages courses. Attendees will also learn how students adapted to the use of online learning resources, using them to extend learning opportunities for the development of the four skills of listening, reading, writing, and speaking.
