ABSTRACT
Given the wide variety of design options available, blended course designers and materials developers have an enormous task in determining what to select and create for both the face-to-face (F2F) and online modes. In this chapter, second language acquisition (SLA) research, language pedagogy literature, and instructional systems technology provide a theoretical foundation for this process. Since the design process can be highly theoretical and idealistic, the first test of usability and practicality of a program’s blended courses may not occur until students enroll in the classes and begin using the materials. The research literature in this chapter also provides lessons for the process of implementation, evaluation, and revision, as well as student assessment.
