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Blended Courses as Drivers of Institutional Transformation
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Author(s): Charles Dziuban (University of Central Florida, USA), Joel Hartman (University of Central Florida, USA), Thomas B. Cavanagh (University of Central Florida, USA)and Patsy D. Moskal (University of Central Florida, USA)
Copyright: 2011
Pages: 21
Source title:
Blended Learning across Disciplines: Models for Implementation
Source Author(s)/Editor(s): Andrew Kitchenham (University of Northern British Columbia, Canada)
DOI: 10.4018/978-1-60960-479-0.ch002
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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.
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