ABSTRACT
Blended learning, the meaningful integration of in-person and online learning opportunities, has gained traction in university contexts in recent years. This chapter offers a case study of blended learning practices within large-scale English for Academic Purposes courses at an English-medium university. Within this case study, teacher views are reported on key themes, including teacher uptake of technology and pedagogical beliefs regarding blended approaches. The chapter goes on to discuss the importance of student-centred and flexible blended learning practices embedded into learning theory, as well as implications for teacher professional development based within critical and context-driven approaches. With the increasing infusion of technology into the educational experience in many university contexts internationally, this chapter offers practical insights for educators who are embarking on the blended learning journey.
