Title

Blended Learning: A Dangerous Idea?

Keywords

Blended learning; Institutional support; Student agency; Student rating of instruction; Student success

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.

Publication Date

7-1-2013

Publication Title

Internet and Higher Education

Volume

18

Number of Pages

15-23

Document Type

Article

Personal Identifier

scopus

DOI Link

https://doi.org/10.1016/j.iheduc.2012.12.001

Socpus ID

84872059102 (Scopus)

Source API URL

https://api.elsevier.com/content/abstract/scopus_id/84872059102

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