ABSTRACT

To ensure that a program’s own participants’ voices are heard throughout the process of designing, implementing, and revising courses, instructors and administrators can take various steps, such as a needs analysis. For a genuine evaluation of materials, participants must have a clear understanding of what the program’s learning goals are, what is important to include in student assessments, and how pedagogical interventions affect language learning. Instructors new to the blend should be encouraged to improve their teaching as a result of appropriate evaluation feedback. Open communication and a shared base of knowledge and experience are key to making the blend work. When all participants are supported and their voices valued, institutions can be even more successful in designing and implementing blended courses.