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An Interpretive Argument for Blended Course Design
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Gleason, Jesse – Foreign Language Annals, 2013
As courses that once regularly met face-to-face are increasingly offered in blended or fully online formats, questions have been raised about the comparability of instruction, teacher and student roles, and overall quality of the learning experience. The present study offers a five-inference interpretive argument (Chapelle, Enright & Jamieson,…
Descriptors: Online Courses, Blended Learning, Second Language Instruction, Second Language Learning