Blended learning: A dangerous idea?

    Authors

    P. Moskal; C. Dziuban;J. Hartman

    Comments

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    Abbreviated Journal Title

    Internet High. Educ.

    Keywords

    Blended learning; Student success; Student rating of instruction; Student agency; Institutional support; Education & Educational Research

    Abstract

    The authors make the case that implementation of a successful blended learning program requires alignment of institutional, faculty, and student goals. Reliable and robust infrastructure must be in place to support students and faculty. Continuous evaluation can effectively track the impact of blended learning on students, faculty, and the institution. These data are used to inform stakeholders and impact policy to improve faculty development and other support structures necessary for success. This iterative loop of continuous quality improvement is augmented by faculty scholarship of teaching and learning research. The evolution of blended learning at the University of Central Florida is used as a model and research collected over sixteen years illustrates that with proper support and planning, blended learning can result in positive institutional transformation. (C) 2012 Elsevier Inc. All rights reserved.

    Journal Title

    Internet and Higher Education

    Volume

    18

    Publication Date

    1-1-2013

    Document Type

    Article

    Language

    English

    First Page

    15

    Last Page

    23

    WOS Identifier

    WOS:000319490300003

    ISSN

    1096-7516

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