| A typical graduate linguistics course in Indonesia provides the student with the instructions to learn linguistic concepts in form of classroom lectures. The student is rarely exposed to information-based learning practices partly due to substandard infrastructure in the institution. In order to expand the student’s learning experience and improve analytical skills, the student needs to be actively involved in a variety of contents selection, analysis, and interaction through multimedia (Lemke, 1999). This paper reports blended learning based on an application of open-source community based tool for learning, Moodle, as instructional support. The e-learning session, as it was generally referred to, was incorporated in the regular face-to-face session. 49 students enrolled in the graduate linguistics program at Atma Jaya Catholic University, Indonesia, participated in the study. The participants experimented with linguistic concepts, including phonetics and phonology, pragmatics, and sociolinguistics, and carried out collaborative learning with peers through the online assignments. The research methodology includes a combination of past studies on multimedia-assisted learning (Lemke, 1999, 2005; Meskill, 1987), student feedback and interview. Results indicated the participants excelled in the online session that provided them with access to electronic journals via third-party extensions or other instructional files previously uploaded by the instructor on the online session. More importantly, the participants responded well to the software platform, especially its consequential diversified learning strategies, lending to improved discussions during the face-to-face session yet lacked synthesis in individual writing assignments. The paper concludes with some pedagogical implications for incorporating multimedia at the graduate level. |