E-earning systems are considered to resolve the issues of time, space and cost of education. These e-learning advantages have been incorporated into onsite learning environments even at university levels. However, there are insufficient studies on how blended learning can be incorporated effectively into offline universities. In this study, we have compared two models of blended learning for Business English course throughout two semesters. Through interviews and questionnaires, it was concluded that students showed higher satisfaction when offline and online classes were operated in a biweekly manner than conducting both offline and online classes in the same week. This may be due to the fact that students are liberated from time and place constraints which reveals the advantage of online classes. Such online learning enables them to maximize the use of ubiquitous learning environment thus saving time and energy in commuting. Furthermore, this study reveals that both blended learning environments triggered higher student intrinsic motivation and autonomy in contrast to offline-only classes. Moreover, this study identified hindrance factors in terms of learning environment, learners’ personality, and learners’ motivation. The characteristics of the offline university’s demographic information can explain some of the hindrance factors. As the ultimate goal of traditional blended learning is to incorporate online and onsite learning to maximize the students’ onsite learning, it is necessary to consider the offline university’s hindrance factors at implementing blended learning to guarantee the efficacy of the blended mode, as the current study suggests.

E-earning systems are considered to resolve the issues of time, space and cost of education. These e-learning advantages have been incorporated into onsite learning environments even at university levels. However, there are insufficient studies on how blended learning can be incorporated effectively into offline universities. In this study, we have compared two models of blended learning for Business English course throughout two semesters. Through interviews and questionnaires, it was concluded that students showed higher satisfaction when offline and online classes were operated in a biweekly manner than conducting both offline and online classes in the same week. This may be due to the fact that students are liberated from time and place constraints which reveals the advantage of online classes. Such online learning enables them to maximize the use of ubiquitous learning environment thus saving time and energy in commuting. Furthermore, this study reveals that both blended learning environments triggered higher student intrinsic motivation and autonomy in contrast to offline-only classes. Moreover, this study identified hindrance factors in terms of learning environment, learners’ personality, and learners’ motivation. The characteristics of the offline university’s demographic information can explain some of the hindrance factors. As the ultimate goal of traditional blended learning is to incorporate online and onsite learning to maximize the students’ onsite learning, it is necessary to consider the offline university’s hindrance factors at implementing blended learning to guarantee the efficacy of the blended mode, as the current study suggests.

blended learning/off-line university/online class/business English