Immersion and Continuity: A Blended Model for Introductory Language Courses at the University Level

This presentation will compare student attitudes and performance in blended courses with face-to-face courses in introductory Italian at the college level over a two-year period. With similar design elements, methods, learning resources, and assessment practices, the blended model was shown to have distinct advantages. Results show that students are positively disposed toward the blended model, and performance cannot be said to be lower among the blended learners as compared with the traditional format.