Article Blended English: Technology-enhanced teaching and learning in English literary studies Naomi Milthorpe, Robert Clarke, Lisa Fletcher, Robbie Moore and Hannah Stark University of Tasmania, Australia Abstract This article provides an account of a collaborative teaching and learning project con- ducted in the English programme at the University of Tasmania in 2015. The project, Blended English, involved the development, implementation, and evaluation of learning and teaching activities using online and mobile technologies for undergraduate English units. The authors draw on the project’s findings from survey and focus group data, and staff reflective practice and peer review, to make the case for increasing technology- enhanced teaching and learning in English literary studies. The blended approach described in this article has the capacity to enhance disciplinary learning; increase accessibility for students in remote and regional areas; facilitate deeper scholarly enquiry; and encourage staff to develop innovative, collaborative, and flexible teaching and learning practices. Appendix 1 presents examples of the project’s practical out- comes, as well as outlines of and reflections on three of the activities developed during the project. Keywords Blended learning, English studies, student experience, teaching teams, technology- enhanced pedagogy Introduction The importance of technology in 21st-century tertiary education is undeniable. With the widespread adoption of Learning Management System (LMS) software Arts & Humanities in Higher Education 0(0) 1–21 ! The Author(s) 2017 Reprints and permissions: sagepub.co.uk/journalsPermissions.nav DOI: 10.1177/1474022217722140 journals.sagepub.com/home/ahh Corresponding author: Lisa Fletcher, University of Tasmania, Private Bag 41, Hobart, Tasmania 7001, Australia. Email: Lisa.Fletcher@utas.edu.au