Blended learning reflects a significant shift in educational and instructional ideology to facilitate deep integration of information technology in teaching. However, some blended instruction-based classes of Elementary French place excessive attention to construction of learning resources and ignore an overall design of instructional methods, strategies and activities, thus rendering de-contextualized blended instruction due to a disconnection between online and offline teaching and learning. This paper reports on a case study of contextualized blended instructional model, which integrates th...
