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Whittaker (Chapter 16) believed that the ‘self-study mode promoted a type ofautonomous learning where the primary objective was that learners were “engagedin self-directed work” (Littlewood 1996: 433)’; Sokol et al. (Chapter 17) adopted ablended approach to ‘develop skills for autonomous learning’ and Peachey (Chapter5) believed that the tasks they used ‘[helped] to develop and support participants’autonomous learning through video based instruction in the use of technology.’It is necessary to add a note of caution because as Benson (2001), cited in Stracke(2007b: 101), states in relation to CALL and autonomous learning ‘there is nonecessary relationship between self-instruction and the development of autonomy.’Studies by Stracke (2007b) and Corder and Waller (2007) into the use of CALLsoftware packages for teaching and learning and student autonomy in universitiesconclude that CALL does not automatically result in autonomous learning. They alsoconclude by stressing the importance of the role the teacher plays in the process offostering autonomy.How will learners be supported in the transition to a blended approach?Based on my experience I believe that careful consideration needs to be given tothe type of learner and the teaching and learning environment that they are familiarwith when determining the degree of autonomy expected from them in blends.In Bosnia and Herzegovina the military officers had experienced a predominantlyteacher-centred, transmission approach to education, so expecting a high degreeof autonomy from the outset on our courses would have been inappropriate. Inrecognition of this, the learners were guided through the computer and self-studysessions with easy-to-follow study paths that essentially told them what to studywhen. Other authors in this publication also recognise the need for such scaffolding(Gilbert, Chapter 1; Dudeney and Hockly, Chapter 6; Douglas and Paton, Chapter10; Ingham, Chapter 15; Sokol et al., Chapter 17; Fleet, Chapter 18). Fleet (Chapter18) sums this up by saying, ‘If students have limited online learning experience, itis advisable to scaffold their participation by initially making involvement a coursenecessity and providing guided tasks.’What is repeatedly mentioned in the case studies is the importance of anintroductory session at the beginning of the course primarily to familiarise thelearners with the blended approach and the type of tasks that they will encounter.Keedwell (Chapter 13) sums this up by stating that ‘B-learning is still an unfamiliarconcept to many: the course described here included an introductory f2f sessionto B-learning in which principles were explained and discussed and this I thinkis essential.’How will the teachers/tutors be supported in the transition to a blended approach?The authors of the case studies appear to not only be the course designers, but alsothe teachers/tutors too, which implies an interest in technology and experience inusing, or at least a willingness to use it for teaching and learning purposes. Russell(Chapter 14) noted that ‘the teachers who worked on this project were the oneswho were most able to grasp this use of IT, and could see how this could supportlanguage learning’, but this was not always the case and Pardo-Gonzalez (Chapter 4)refers to tutors with no experience of using technology at all. Moreover, even those238 | Conclusion