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Blended Learning as a Means of Promoting Autonomous and Collaborative Learning Experiences

The benefits of the integrating the technology into English learning and teaching within a framework of blended learning are likely to outweigh the challenges. Introducing a combination of online, offline and traditional modes of delivery, this research paper provides practical ideas on how blended learning led to autonomous and collaborative learning experiences. Embracing the characteristics of a-mixed-method research, qualitative data (observation and interview) were transcribed, categorized and interpreted into central themes while quantitative data (English proficiency test) were calculated and categorized into effect size of Cohen [1]. 50 freshmen taking nursing study, called patients, were treated in a General English course program, named English Clinic, at Institute of Health Science in Cirebon, Indonesia. Surpassing everyone’s expectation, blended learning can be a potential option to run a big size class as well. There are, however, challenges to succeed in implementing blended learning: the instructional design and content selection, particularly when it comes to English for specific field, for medical purposes or healthcare professionals. These are some of the major concerns that warrants further