With advances in information and communication technology, blended learning has become an effective approach for highlighting disciplinary effects and accommodating student population diversity. Faculty members in business schools have developed an understanding of design approaches that have evolved and selected appropriate designs for blended courses. This study combines the approaches of blended and team-based learning to support a management course. This study involved 197 undergraduate business students from two Taiwanese universities. Their perceptions of the course were elicited through survey questions. Subsequent quantitative analysis has revealed the relationships among learners’ perceived enjoyment, knowledge sharing, team effectiveness, and perceived individual learning. This study documents education benefits, pedagogical implications, and research limitations in applying this approach to business education. Those points are developed along with recommendations regarding future research directions.

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This study adopts a case study approach to investigate the impacts of synchronous computermediated communication (CMC) learning environments on learners' perception of social presence. The participants were twelve French as a foreign language (FFL) beginners in a Taiwanese university. Divided into three groups, they conducted some tasks in three different learning environments (video/audio, audio and face-to-face) during an academic semester. Before each oral task, all the participants had to conduct the same task in synchronous text chat. The participants' interview transcriptions, learning journals and the instructor's observation journal provided information about the impacts of each environment on their perception of social presence. The results of the study suggested that the differences in the environments are reflected in the learners' perception of social presence.

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