Blended Courses as Drivers of Institutional Transformation

Author:

Dziuban Charles1,Hartman Joel1,Cavanagh Thomas B.1,Moskal Patsy D.1

Affiliation:

1. University of Central Florida, USA

Abstract

The authors discuss the transformational potential of blended learning and the importance of alignment with strategic initiatives of the institution. They show that key elements for student and faculty support result in numerous positive outcomes, including increased access and the ability to manage growth effectively. Research findings with very large student samples show the impact of blended learning on student achievement, identify predictors of student success, and illustrate correlates of student satisfaction with blended learning when ambivalent feelings mediate student perceptions of the educational environment. By illustrating these principles through a case study in a large metropolitan research university, the authors contend that strategic alignment and evaluation results inform each other in an incremental, transformational process.

Publisher

IGI Global

Reference32 articles.

1. Allen, I. E., & Seaman, J. (2010). Learning on demand: Online education in the United States, 2009. Retrieved January 26, 2010 from http://www.sloan-c.org/publications/survey/pdf/learningondemand.pdf

2. Ambivalence. (2010, May 14). In Wikipedia, the free encyclopedia. Retrieved May 24, 2010, from http://en.wikipedia.org/wiki/Ambivalence

3. A hybrid campus for a new millennium.;R.Bleed;EDUCAUSE Review,2001

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