ABSTRACT

Instructor, administrator, and student comfort with technology can affect blended course development and implementation. Only about half of the instructors and a quarter of the administrators had used technologies in their own academic language learning, suggesting that many instructors, designers, and supervisors of blended courses may have to work harder to understand the student perspective in a blended course or the connection between online and in-class work. Nearly all participants indicated the use of a textbook website and a learning management system in their blended courses, but courses differed as to other types of technologies used, who created them, and how they were used. While textbook packages have improved in recent years, more technologically advanced activity types can increase instructors’ grading load, limiting their use. Most students indicated that the technology in their blended courses was easy to use, including open educational resources used in the German courses studied.