1. Virtual Learning Environments, blended learning and the student experience A pilot study among beginners and post-beginners of Japanese on the Open Language Programme at London Metropolitan University Nathalie TichelerLondon Metropolitan Universityn.ticheler@londonmet.ac.ukhttp://www.londonmet.ac.uk/olphttp://ticheler.blogspot.com

2. The Open Language Programme Institution-Wide Language Programme Arabic, English (business and general), French, German, Italian, Japanese, Mandarin Chinese and Spanish 1 module = 1 semester = 15 credits at undergraduate level 3 hours per week for 12 weeks, supplemented by self-study (Virtual Learning Environment “Weblearn” and specially-tailored materials) Blended learning approach

3. Background information A focus on students’ experience and own reported accounts 34 student self-completion questionnaires21 beginners13 post-beginners Subject descriptors Behavioural and attitudinal dataOpen and closed questions Student learning logs Data from the VLE’s tracking function 67% use weblearn away from the university 52% of beginners and 77% of post-beginners spend less than one hour per week on weblearn

5. Satisfaction with Weblearn

6. Announcements

7. Use of web links

8. Interest in additional features

10. “Weblearn materials need to match up more closely with what we do in class.”

11. “Weblearn is not necessary: the teacher gives us handouts.”

12. “Weblearn is not very diversified.”

13. “I do not like the layout.”

14. “Weblearn is very good but I like to choose my own materials.”

15. “Weblearn is good but I prefer hard copies of materials.”

16. “I prefer to work with the book and my lecture notes.”

17. “I like weblearn but I tend to do more independent study.”

19. EvaluationSeek regular feedback from colleagues and students...and make modifications as required

20. Training...and timeGive training opportunities to teaching staff, but also time to reflect and enough space to develop areas which best meet their perceived needs