ABSTRACT
This chapter provides an overview of participant responses about the design of the blended courses at their institutions and the technologies used, including how heavily based on previous courses the blended courses were, the balance between efficiency and pedagogical considerations in developing blended courses, the and the types of interaction built into the courses. The low proportion of instructors and administrators reporting online interaction with target language speakers, or even with classmates, suggests that many blended classes are not taking full advantage of technological affordances for students to communicate with others in the target language outside of the classroom. The chapter analyzes how the programs in this study adhere to different course design models and what options are available for breaking out of traditional course models and making greater use of the blend.
