BLENDED LEARNING: LANGUAGE LEARNER PERSPECTIVES AND EXPERIENCES

Abstract

This paper provides an overview of issues, which are central to the nature of blended learning, and suggests looking at it through the prism of learner experiences. It also reports on the study which explores learners’ perspectives on the experience of blended learning and, in particular, on problems students have and the strategies they use while taking Moodle activities as part of their self-study as required by the institution. Thematic analysis of the open-ended semi-structured interviews revealed that students experience various problems when they are left one-to-one with online assignments, such as the level of difficulty of learning material, time constraints, lack of feedback and lack of support together with motivational issues. To solve them they employ a range of strategies, such as getting help from outside, using networking and group work. These findings illustrate the necessity for the task designers to take such issues as information sharing among learners and their need for adequate support into account when designing Moodle activities.