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adding more interactive quizzes, video assignments (or any other
collaborative tasks), and using social networks for
communication. When teachers combine these findings with
their own analysis of the course and studies of relevant
resources, they come to even better solutions. That is how the
design-based research works.

4 Discussion

Since 1996, which was the year when Warschauer (1996) wrote
his study on merits of CALL, technologies have radically
changed. Since then, the Web 1.0 (discussed above) developed
to Web 2.0 and learners’ generation changed as well.

However, it can be claimed that technologies have not lost any
of the potentials described by the above-mentioned authors;
moreover, many new potentials have occurred since then
reflecting the change of the WWW nature.

In line with Riasati, Allahyar and Tan (2012) who analysed a
number of studies concerned with the issue of technology in
language education, it was proven that our blended model
supported collaborative learning, which is a benefit highly
appreciated by the new generation of learners. Recently, many
scholars have studied the effects of new tools brought to
education by Web 2.0 (e.g. Karvounidis, Chimos, Bersimis, &
Douligeris, 2014 and 2018; Barhoumi, 2017); using Moodle and
online tools (e.g. Costa, Alvelos, & Teixeira, 2012; Evans, 2011;
Karvounidis et al., 2018; Al-Kindi & Al-Suqri, 2017);
Generation Z learners [e.g. McCrindle & Wolfinger, 2010;
Cilliers, 2017; Poláková & Klímová, 2019;  Rothman, n.d.);
blended learning [e.g. Ramasubbu, 2017; Henrich & Sieber,
2009); constructivism [e.g. Bada, 2015; Evans, 2011); and
connectivism [e.g. Siemens, 2006; Veselá, 2013). This study is
an attempt to use all these practices and theories, find their
intersection and offer an example how to make the environment
to fit the learners.

Even though the results of our research are limited by its scope,
and thus cannot be generalized, they are of importance in the
field of pedagogy, since they may serve as a base for further
research.

5 Conclusion

The results of the research reveal that despite the fact that the
course in the LMS Moodle used for the e-learning part of subject
delivered in the blended learning mode was relatively new and
modern; the seven years from its start were a rather long time,
making it outdated. Meanwhile, the new generation of learners
entered the educational process. They are the Generation Z
learners. The old Web 1.0 is not enough for them.

The case study, which was conducted on a relatively small group
of learners can still teach a lesson. It may be dangerous to
generalize the results, as they may be different for another group
of learners, another subject, another country, another LMS, even
another teacher. Moreover, it is surely impossible to replicate the
research. The conditions will never be the same.
However, there are some general conclusions, which can be
drawn:

1. Teachers should always study to be able to upgrade and

update their knowledge.

2. Teachers should do their best to accommodate the needs of

their students.

3. Educational environment is always on the move.

Many questions are still not answered and need more research.
Our article deals just with positive aspects of using the Internet
in education. We do not deal with the dangers here; nevertheless,
we admit that they exist. The next step would be to find out the
ways to deal with them.

To fulfil the philosophy of the design-based research, we should
continue our effort and keep updating and upgrading the content.

Furthermore, we need to study the characteristics of every new
generation. Web 2.0 seems to come to its dawn and Web 3.0
rises. We know that it will use the synergy of new technology
trends and will be even more connected, more open, more
intelligent (Bozkurt & Ataizi, 2015). “In terms of language
learning, Web 3.0 will track, record, evaluate our activities in an
interactive manner that will allow advance learning analytics.
[…] [which] might be very effective […] (ibid., p. 164).” Will
we be able to use these tools? The problem for teachers and
learners is that they are very often different generations. Can a
digital immigrant (teacher) assimilate to a digital native
(learner)? We are convinced that they should, or at least try, as
the immigrants from less developed countries struggle to
accommodate in higher developed environments.

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